TEACHERS' CONCEPTIONS OF MATHEMATICS TEACHING AND LEARNING FOR STUDENTS WITH INTELLECTUAL DISABILITIES

Abstract

The objective of this article is to analyze Mathematics teachers’ conceptions of the learning of students with intellectual disabilities in elementary education. This is a qualitative, descriptive study conducted in two Basic Education Units in the municipality of São Luís, Maranhão, Brazil. The participants were six Mathematics teachers working in the final years of elementary education. Data were collected through semi-structured interviews and analyzed based on Bardin L (2016) content analysis, which led to the establishment of three categorical themes related to teachers’ conceptions of Mathematics teaching, the challenges of inclusive education, and the pedagogical strategies employed by teachers. The findings indicate that teachers reported difficulties experienced by students in understanding certain mathematical content, particularly topics involving higher levels of abstraction, as well as challenges related to teacher education for Mathematics teaching. Initiatives aimed at supporting learning were also identified, including occasional changes in assessment methods and explanations of content, the use of adapted materials, and the provision of assistance with learning activities. It is concluded that Mathematics teaching for students with intellectual disabilities requires pedagogical practices that take into account the specific characteristics of their learning processes, as well as institutional conditions that support inclusive education for these students.