Teaching Mathematics in Multifunctional Resource Rooms from the perspective of Meaningful Learning

Abstract

The present study aims to identify and interpret the contributions of the Meaningful Learning theory to the teaching of Mathematics in Multifunctional Resource Rooms (MRS). To this end, a set of ten dissertations are analyzed that address the limits, gaps and difficulties of teaching Mathematics. The path of this analysis covered the history of inclusion and its regulations and the understanding of the proposal and implementation of GRS in basic education. Striking characteristics are discussed in the analysis of the dissertations, which indicate difficulties experienced by teachers, such as lack of time and specific training to work with included students. We conclude that the construction of an inclusive and quality Mathematics teaching requires a pedagogical practice that allows breaking with mechanical and repetitive learning and that considers the student's previous cognitive structures, for which meaningful learning represents an important possibility.