TEACHING MATHEMATICS IN CONTEXTS OF DIVERSITY

Mónica Escobar

Abstract

The reflections shared on these pages take into consideration the advances of research regarding contributions on the didactics of Mathematics for educational inclusion of disabled persons. This study claims to contribute elements that are exiguous to date, to look into and develop forms of teaching that not only respect differences but also respond to them revealing possible ways of breaking with the illusion of homogeneity. This ought to be done without impoverishing teaching while looking for conditions for a collective production on Mathematics in the classroom. This study is relevant in that it proposes the production of didactic knowledge that tends to reduce barriers for the inclusion of persons with a disability in ordinary urban and rural schools. Here we will focus on the analysis of classes at Primary School level with students with and without disability. We will concentrate on the interactions between students in their common aim to increasing mathematical knowledge and in the interventions of teachers that promote this. Finally, we will mention some of the principal challenges that we understand to be the perspective of inclusive education dealt with in teacher training.