Universal Design for Mathematics Learning: A proposal for teaching decimal numbers

Abstract

Understanding education as a fundamental human right for the formation of citizens, it is believed that it is essential that all people, regardless of their differences have access to schools, formal spaces of education, and learn the content provided in the guidelines in force, as provided for in inclusive education. In inclusive education we have the challenge of teaching different students, with different culture, habits, customs, socioeconomic conditions, religion, and different rhythms and ways of learning, resulting or not from disability. Highlighting Mathematics, as an area of knowledge provided for in basic education and the challenges of working its contents with the diversity of students found in schools, this study results from an exploratory qualitative study, which aims to describe a teaching practice for teaching decimal numbers from the perspective of Universal Design for Learning (UDL).  UDL recognizes human plurality, and that each person appropriates knowledge in different ways. It has the precept of making the basic curriculum of education accessible and applicable to all students, structured on principles that served as a basis for organizing activities to teach decimal numbers using concrete materials, lessons and practices consistent with the interest and reality of students, in order to stimulate and ensure learning, planning and structuring the teaching action so that it is accessible to all, considering the diversity of students. The elaboration of a proposal for Mathematics activities from the perspective of the UDL demonstrates that to act in diversity, the teacher must focus on the student, organizing activities with resources that stimulate learning, that are contextualized and allow the student to see the applicability of what he learns.