UNIVERSAL DESIGN FOR LEARNING AND DIDACTIC SUITABILITY CRITERIA IN INCLUSIVE EDUCATIONAL PLANNING: CONTRIBUTIONS TO THE RE-SIGNIFICATION OF THE AFFECTIVE RELATIONSHIP WITH MATHEMATICS

Abstract

Students' affective relationship with Mathematics influences their participation, engagement, and learning, making it a relevant aspect in planning inclusive pedagogical practices. In this context, this article aims to analyze how a pedagogical intervention planned through the articulation between Universal Design for Learning (UDL) and the Didactic Suitability Criteria (DSC) contributes to reframing Basic Education students' affective relationship with Mathematics. This qualitative, formative, and intervention-based study was conducted with an eighth-grade class in a municipal public school. The intervention consisted of a didactic sequence grounded in the articulation between UDL and DSC, and data were generated through students' letters, the teacher-researcher's reflective journal, and the productions developed during the activities. The results show that the articulation between these frameworks fostered more inclusive pedagogical practices by expanding opportunities for participation, strengthening student engagement, and promoting changes in students' relationship with Mathematics. It is concluded that this articulation constitutes a promising perspective for planning inclusive pedagogical practices and fostering more positive student attitudes toward Mathematics.