Children’s literature as a methodological resource for the teaching of inclusive mathematics

Abstract

The article analyzes children's books of the collection 1, category 3 of the National Library of the School Program of 2012 (PNBE) in Brazil, which deal with mathematical contents and themes related to inclusive education. In the research, we located twenty-four children's books from the third collection of the initial years of Elementary School. Based on content analysis, we organize the categories of children's books. The criterion for choosing the PNBE collection is due to the fact, that it promotes access to culture and reading to teachers and students, besides being easily accessible to printed books. The result points out that twenty-four books deal with some mathematical content and twelve works encourage inclusion in their narratives. The children’s literature can be a methodological resource that encourages reflection on the teaching practice, as well as the planning of diversified teaching strategies, with the purpose of developing new situations and didactic proposals to the teaching of inclusive mathematics in kindergarten.