Intellectual inclusion in regular education: perimeter and area of polygonal regions

Abstract

This article presents the main results of a research whose objective was to analyze the possible contributions of a proposal using manipulative materials for the teaching of perimeter and area of polygonal regions with students of the 9th grade of Elementary School with intellectual disabilities. The qualitative research, in the case study modality, took place in a regular school in the city of Mairinque, in the interior of São Paulo, and had the participation of three students with special needs (intellectual disability) and three auxiliary students, not with special needs. The activities carried out with these students were intended to observe and analyze the interaction of students with special needs with the environment and the presence of mediation advocated in Vygotski’s ideas. At the end of the study, it was found that the manipulative materials helped the development of playfulness and played an important role in student learning. The insertion of manipulative materials in the knowledge construction process contributed to the understanding of the notions of perimeter and area, redefining the mediating relationship with colleagues, valuing their help, and recognizing in the material forms and methods used in daily life. These materials facilitated the understanding of the contents covered, providing a playful way for learning.