Teaching Polyhedra and Universal Design for Learning

theoretical and methodological foundations of an Inclusive Proposal in Integrated Technical High School

Abstract

: This study aims to analyze the implementation of a didactic-pedagogical proposal structured according to the assumptions of Universal Design for Learning in the teaching of polyhedra in a class of an integrated technical high school course at a public school in Curitiba, Paraná, Brazil. The planning was grounded in the principles, guidelines, and considerations of Universal Design for Learning (UDL) and analyzed in light of Inclusive Mathematics Education frameworks, seeking to understand its pedagogical implications. The proposal was organized into six stages, complemented by an evaluative activity whose development was qualitatively examined through written, photographic, and audiovisual records, as well as teacher observations. The assessment process consisted of the production, in pairs, of a narrative-based video in which students described and analyzed the formative pathway they experienced. This activity was designed not only as a tool for assessing learning, but also as a strategy to promote self-reflection on the knowledge constructed and the experiences mobilized throughout the process. The results reveal progress in the conceptual understanding of polyhedra and Euler’s relation, as well as significant levels of student engagement and participation. It is concluded that the systematic incorporation of the principles of Universal Design for Learning (UDL) enhances the quality of pedagogical practices, broadens conditions for inclusion, and fosters the construction of more meaningful mathematical learning experiences within the context of Integrated Technical High School Education.