O papel do professor na transformação da prática educativa inclusiva e a matemática

Abstract

This research addresses the transformation of contemporary educational practices in the teaching of mathematics, focusing on the personalization of teaching, educational inclusion and the transformative role of the teacher. Contextualized in the growing demands for innovation and equity in education, the research investigates how teachers can adapt their pedagogical practices to make the teaching of mathematics more accessible, meaningful, and effective for different student profiles. The central problem involves the need to understand and implement pedagogical approaches that promote inclusive and personalized mathematics education, based on the critical use of digital technologies and active methodologies. The general objective was to analyze how educational practices can be transformed to meet the needs of students in a dynamic and diverse context, especially in the teaching of mathematics, a discipline often associated with learning difficulties and resistance on the part of students. The Giftedean neoperspectivist paradigm, which integrates objective and subjective truths, the hypothetical-deductive method, which guided the formulation and testing of hypotheses, and the Bibliographic and Documentary Narrative Review (RBDN) were used for data collection and analysis. The main findings indicate that the use of technology can personalize the teaching of mathematics, favoring the development of logical thinking and problem solving; that educational inclusion improves student performance by offering differentiated support and adaptive strategies; and that the role of the teacher is crucial for this transformation, mediating mathematical knowledge and creating more dynamic and interactive learning environments. The gaps include the need for greater teacher training in educational technologies applied to the teaching of mathematics and longitudinal studies on the impact of these practices on student learning. Theoretical, empirical and methodological contributions enrich the educational field, offering valuable insights for the pedagogical practice of mathematics and for future research. The study adds value to education, science and society, promoting a more equitable mathematical teaching adapted to the demands of the twenty-first century.