Universal design for learning and the use of assistive technologies to support teaching Mathematics in the early years of elementary school

Abstract

This article aims to present teaching sequences based on the principles of Universal Design for Learning (UDL), through planning implemented for a third-grade class in the early years of elementary school in the public school system in the state of São Paulo. The proposal is based on the perspective of promoting inclusive pedagogical practices capable of considering student diversity and favoring equity in the teaching and learning process of Mathematics in the early years, from the perspective of UDL with the following contents: composition and decomposition of numbers up to the fifth order, place value, ascending and descending order, and the use of assistive technologies. Each stage of the teaching proposal was considered and planned to ensure the participation and inclusion of all students involved in the teaching and learning context, especially students in Special Education (PEE) inserted in the regular classroom. UDL is an innovative educational approach that aims to expand learning opportunities for all students, regardless of their abilities, learning styles, or individual needs. Rather than relying on a single, inflexible model, it proposes the creation of flexible and adaptable learning environments capable of offering students diverse ways to access and engage with content, demonstrate their knowledge and skills, self-assess, and monitor their progress. By adopting pedagogical practices guided by universalist principles, teachers have the opportunity to significantly reduce barriers to learning and promote the effective integration of all students. This approach fosters class engagement and motivation, enhances academic performance, and broadens the achievement of learning objectives. Furthermore, it contributes to the construction of more equitable, accessible, and diverse educational environments within the school context.