EVIDENCE OF THE RESIGNIFICATION OF THE AFFECTIVE RELATIONSHIP WITH MATHEMATICS THROUGH A TEACHING SEQUENCE GROUNDED IN UNIVERSAL DESIGN FOR LEARNING AND THE DIDACTIC SUITABILITY CRITERIA

Abstract

Students' affective relationship with Mathematics influences their engagement, participation, and learning, making it a relevant aspect in the planning of inclusive pedagogical practices. This article aimed to analyze the evidence of a reshaped affective relationship with Mathematics developed by students throughout the implementation of a didactic sequence based on the articulation between Universal Design for Learning (UDL) and the Didactic Suitability Criteria (DSC). This qualitative, interpretive, and intervention-based study was conducted with an eighth-grade class in a public elementary school. Data were generated through different research instruments and interpreted using the triangulation of these sources of information. The findings revealed evidence of a reshaped affective relationship with Mathematics, expressed through greater engagement in learning activities, enhanced meaning-making of mathematical knowledge, increased student agency, and expanded opportunities for participation. The study concludes that the articulation between UDL and DSC fostered the development of more inclusive, meaningful, and didactically sound learning experiences, strengthening students' relationship with Mathematics and highlighting the potential of this complementary framework for mathematics lesson planning.