Ensino de matemática e educação inclusiva: desafios docentes e aproximações com o desenho universal para a aprendizagem.

Abstract

This study aimed to analyze research conducted between 2015 and 2025 and published in the Brazilian Digital Library of Theses and Dissertations (BDTD) on Mathematics Education from an inclusive perspective, considering pedagogical practices based on Universal Design for Learning (UDL) and the challenges faced by teachers in the final years of elementary school. Inclusive education policies have fostered discussions on the need to develop teaching practices that address the diversity found in classrooms, particularly in Mathematics Education, a field historically characterized by standardized and inflexible methodologies. In this context, Universal Design for Learning (UDL) has emerged as an approach that seeks to expand students' opportunities for access, participation, and learning. This study was motivated by the need to understand how academic research has addressed the relationship between Mathematics Education, Inclusive Education, and UDL, taking into account the challenges faced by teachers. This is a qualitative, descriptive, and exploratory study conducted through a literature review of studies available in the Brazilian Digital Library of Theses and Dissertations (BDTD). The findings indicate that UDL is a promising approach to Inclusive Mathematics Education, promoting the diversification of pedagogical practices through the use of accessible resources, digital technologies, and different forms of student participation.