Resumo

SOUZAL, Guímel Bernardes de; OLIVEIRA, Júlia Maria Ajeje de; ALVES, Ana Paula  e  ESPER, Marcos Venicio. TEACHING MATHEMATICS FOR STUDENTS WITH DOWN SYNDROME. Constr. psicopedag. [online]. 2025, vol.35, n.37, e06.  Epub 27-Out-2025. ISSN 1415-6954.  https://doi.org/10.37388/cp2025/v35n37a06.

This study investigates the teaching of mathematics to students with Down syndrome in regular schools, highlighting the importance of inclusive methodologies that promote cognitive and social development. The study, which uses a qualitative approach, it presents a bibliographic review to identify effective pedagogical practices in the learning process of these students. The results indicate that ongoing teacher training and the use of concrete and technological resources are essential to adapt teaching, motivate learning and overcome common difficulties. Collaboration between educators, families and support teams is essential to create an inclusive school environment, with flexible curricula and group activities that favor both socialization and student autonomy. The studies analyzed highlight that the combination of tools, such as manipulative games and educational applications, facilitates the understanding of mathematical concepts and makes the process more engaging. The use of technologies, such as the Numi application, illustrates the positive impact of pedagogical innovation on the motivation and participation of students with Down syndrome. The study concludes that inclusion in mathematics education goes beyond the transmission of content, involving pedagogical practices adapted to the needs of students and socialization strategies. Experience shows that, when well stimulated, these students can develop significant academic and social skills. Finally, it is recommended that studies on the integration of technology and the improvement of teacher training be continued to ensure more effective and comprehensive educational inclusion.

Palavras-chave : Mathematics Teaching; Down Syndrome; Pedagogical Adaptation; Inclusive Education.

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