Banca de QUALIFICAÇÃO: JÉSSICA CRISTINA CONCEIÇÃO AGUIAR

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : JÉSSICA CRISTINA CONCEIÇÃO AGUIAR
DATE: 18/09/2026
TIME: 15:00
LOCAL: google meet
TITLE:

MATHEMATICS TEACHING AND INCLUSION: THE POTENTIAL OF A PEDAGOGICAL DASHBOARD FOR STUDENTS WITH DOWN SYNDROME

KEY WORDS:

Keywords: Inclusive Mathematics Education. Down syndrome. Mathematics teaching. Teaching practice. Educational product.

PAGES: 77
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The inclusion of students with Down syndrome in Mathematics classes requires pedagogical practices that recognize their individual characteristics, potential, and different learning trajectories, moving beyond perspectives centered on limitations or homogeneous patterns of development. This dissertation aims to investigate pedagogical practices related to Mathematics teaching for students with Down syndrome and, based on this investigation, to develop a digital educational product that supports learning monitoring and teachers’ pedagogical planning. The study adopts a qualitative and applied research approach and is organized into complementary studies. Initially, a review of Brazilian academic research was conducted, focusing on dissertations addressing Mathematics teaching for students with Down syndrome, in order to identify pedagogical practices, strategies, resources, and challenges reported in the studies analyzed. Subsequently, theoretical foundations concerning learning, mediation, social interactions, meaning-making, and conceptions of science and teaching are discussed as a basis for the educational product. As a result of this process, EquiMat is currently under development as an interactive digital system designed to support Basic Education teachers in recording, organizing, and analyzing information concerning students’ mathematical learning trajectories. The system is expected to enable the monitoring of mathematical skills, visualization of individual progress, recording of pedagogical strategies, and presentation of possible interventions to support teachers’ planning. The system’s recommendations are conceived as resources for pedagogical reflection rather than substitutes for teachers’ analysis, experience, and decision-making. A subsequent stage will involve the evaluation of EquiMat by Basic Education teachers, considering its usability, pedagogical relevance, and potential contribution to inclusive practices. The study is expected to contribute to a broader understanding of Mathematics teaching for students with Down syndrome and to the development of more contextualized and responsive pedagogical practices committed to the principles of Inclusive Mathematics Education.

COMMITTEE MEMBERS:
Presidente - 1604226 - GISELA MARIA DA FONSECA PINTO
Externo à Instituição - ELCIO PASOLINI MILLI - IFES
Externa à Instituição - VALERIA MARQUES DE OLIVEIRA - UFRRJ