The development of inclusive practices: its application in the subject of Mathematics Teaching

Abstract

Higher education demands a developmental, dynamic, contextualized, and participatory teaching and learning process. This implies intellectual productivity in the cognitive performance of its primary beneficiaries: the students. The professional training of the Bachelor of Primary Education through the blended learning program exemplifies this. In this sense, the aim is to share the results of applying inclusive practices in the subject of Didactics of Mathematics, from the perspective of the Main Integrative Discipline, through a didactic approach. To achieve this, theoretical and empirical methods were employed that, from the logic of dialectical materialism, allowed for the systematization and interpretation of information, the identification of indicators, and their evaluation using instruments such as surveys and observation of student performance. The results revealed shortcomings in the students' ability to implement inclusive practices, as they do not always utilize the necessary didactic resources and support. As a result, a didactic approach was developed that incorporates active learning methodologies, demonstrating the students' capacity, sensitivity, and satisfaction in reflecting on and applying their learning. Inclusive practices, through the use of resources and support in the Mathematics Didactics course, transformed students' approaches to the demands of the learning process.