Um livro/jogo acessível baseado no desenho universal pedagógico para o ensino da matemática

Abstract

This research aims to analyze the pedagogical possibilities of an accessible gamebook based on the Universal Pedagogical Design for teaching and learning Mathematics in an inclusive perspective, in the final years of elementary school. For this purpose, we adopted a qualitative approach in a collaborative perspective nuanced with some characteristics of the research on the practice itself. The theoretical references has three main axes: the use of Role Playing Game (RPG) in Mathematics classes, with Fernandes (2017) and Mauricio (2012), the Problem Solving enunciated by Onuchic (2013) and Van de Walle (2009) and the Universal Pedagogical Design (DUP) in the context of school inclusion developed by Kranz (2015), passing through works by other authors related to Historical Cultural Theory, Easy Writing/Reading, Mathematics Education and Inclusive Education. As we are part of a professional Master's degree, it is necessary to develop an educational product, and for this we have created a game book, which aims to highlight the potential of reading and imagination in the RPG game, in facing mathematical challenges, related to the 1st degree equation, based on problem solving and structured from the DUP, using the principle of easy writing/reading. The development of the research takes place in a state school, in Natal/RN, with a group from the 7th year of Elementary School. As a collection instrument we will include analytical questionnaire, participant observation and personal productions of students, as well as impressions and observations, pointed out through photos or movies, recorded by the collaborative group consisting of students and former students of the Pedagogical Residency Project in Mathematics at the Federal University of Rio Grande do Norte. The analysis of this material will be based on Bardin's Content Analysis (2016) and Flick (2009). We conclude, based on the analysis of data produced by the students, that the Educational Product constructed is useful, facilitates teaching work and encourages the effective learning of all student, contributing to Inclusive Mathematics Education.