Mathematical Modeling and Inclusive Education

what does research reveal about inclusive practice in Special Education

Abstract

By understanding Inclusive Education as encompassing all students who encounter barriers within the educational process, Mathematical Modeling is conceived as a methodological approach capable of fostering potentially inclusive learning environments, encouraging students to investigate and critically examine real-world situations that are meaningful to the group. This study aimed to investigate what research on Mathematical Modeling and Inclusive Education reveals regarding inclusive practices within the context of Special Education, complementing a previous review that focused on the proceedings of specific events related to these themes. Adopting a qualitative approach, the study was conducted through a bibliographic review using descriptors associated with Mathematical Modeling, Inclusive Education, Special Education, and disability. Of the 124 studies initially identified, six met the inclusion criteria and constituted the corpus of analysis. By combining the findings of this review with those of the previous study, four analytical categories were established. The results indicate that Mathematical Modeling has been employed as a strategy to promote the inclusion of students with visual impairments, hearing impairments, intellectual disabilities, motor difficulties, and Autism Spectrum Disorder, generally in association with adapted pedagogical resources, playful activities, Brazilian Sign Language (LIBRAS), and accessibility-oriented practices. The findings suggest that Mathematical Modeling fosters participation, autonomy, and the construction of mathematical knowledge in inclusive environments, establishing itself as a flexible methodology with the potential to promote school inclusion. Nevertheless, research addressing this topic remains limited.