O uso do Laboratório de Ensino de Matemática como recurso de intervenção pedagógica no contexto da educação inclusiva

Abstract

This work discusses the use of the Mathematics Teaching Laboratory as a tool for educational intervention in the context of inclusive education, considering the need to develop practices that support the participation and learning of students with disabilities in Math classes. The research is justified by the importance of understanding the contributions of this space to promoting more accessible and inclusive teaching, given the challenges faced by teachers and students in Math teaching and learning processes. In this context, the study aimed to answer the following guiding question: what contributions can the Mathematics Teaching Laboratory offer as a pedagogical intervention tool to support the inclusion and learning processes of students with disabilities in Basic Education? The study aimed to analyze the contributions of the Mathematics Teaching Laboratory in the context of Inclusive Education, identifying its potential to enhance student participation and learning in Basic Education. Methodologically, the research is characterized as a literature review, carried out through the collection, selection, and analysis of academic works published in the Brazilian Digital Library of Theses and Dissertations (BDTD) and the CAPES Journals Portal from 2016 to 2025, related to the theme. The results showed that the Mathematics Teaching Laboratory is an important pedagogical resource for developing inclusive practices, enabling the use of manipulable materials, adapted resources, and diverse methodologies that help students understand mathematical concepts and encourage their participation. It can be concluded that the Mathematics Teaching Laboratory has significant potential to promote inclusion and support learning, as long as its use is linked to lesson planning and teacher training focused on diversity.