English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

In the face of the lack of research that investigates the relations between Mathematics teachers and students with special educational needs, an investigation was launched with the aim of identifying the social representations that these professionals have regarding disability, in addition to learning about their knowledge, opinions and doubts on this theme. The research was carried out with the participation of 65 mathematics teachers and data collection resulted from replies given to three proposed situations in an interview. Collective subject discourse methodology was used, with social representation Theory employed as a theoretical-methodological reference. The results showed the presence of distinct representations concerning the theme, with attitudes that range from support and incentive for the inclusion of students with disabilities, with evidence of knowledge of the theme, to representations that revealed the manifestation of doubts, opinions and attitudes, with positions contrary to the philosophy of inclusion.

Challenges in Inclusive Mathematics Education: Representations by Professionals Who Teach Mathematics to Students with Disabilities