O ensino de matemática e suas implicações para estudantes com altas habilidades/superdotação

Abstract

This research results from analysis and bibliographical survey and its main focus is to bring theoretical assumptions that allow knowledge of the program to assist high abilities/giftedness from the perspective of Inclusive Education and the teaching-learning of Mathematics. Initially, in the theoretical foundation, there is a discussion about history, policies and legislation, seeking to conceptualize and present the main concepts that permeate this area, as well as about the teaching-learning of Mathematics. Then, based on the qualitative analysis of ten publications (dissertation and articles), a survey is presented on the teaching practices that have been developed in educational environments regarding high abilities/giftedness, in particular, with regard to improvement of mathematical knowledge, with the purpose of presenting activities such as identification, referrals, among other services aimed at highly skilled students. The selected works also sought to verify the estimates raised in the research, with regard to educational assistance for high abilities/gifted individuals, where it was realized that it is possible and necessary to carry out teaching practices capable of enhancing this assistance, as well as allowing the deepening and continuity of mathematical knowledge and that although productions in this area are still few, there has been an increase in them in recent years.