ADDITIVE PROBLEM-SOLVING AS A TOOL FOR INCLUSIVE MATHEMATICS

Abstract

This article investigates the power of additive problem-solving in promoting inclusive mathematics, highlighting its effectiveness as a pedagogical strategy to address diverse student profiles in the classroom. The research was conducted in two public schools, involving 30 students, 10 of whom have special educational needs. A qualitative approach was used, with the application of contextualized activities and direct observations, as well as interviews with teachers and students. The results indicate that additive problem-solving significantly contributes to understanding mathematical concepts, increases student motivation and autonomy, and promotes positive social interactions. Students with learning difficulties showed progress in their mathematical skills, while collaboration among students with different profiles strengthened the inclusive environment. However, the study also revealed challenges, such as the need for specific training for educators and adapting activities for students with more severe disabilities. It is concluded that additive problem-solving is a promising practice that fosters equitable learning, underscoring the importance of investing in teacher training and adapted educational resources to ensure truly inclusive mathematics education.