Multiplicative Roulette and Scratch

inclusive pedagogical practices in elementary school classes

Abstract

This paper aims to present two inclusive pedagogical practices carried out in schools in São Mateus/ES in November 2024, with the participation of 6th grade students. Practice 1 took place in a municipal school, with 24 students, including Maria, who has low vision, and Practice 2 in a state school, also with 24 students, two of whom were assisted by specialized education. Both interventions followed the stages of diagnosis, selection of teaching resources, intervention and data collection. In Practice 1, the teacher identified difficulties in multiplication and used multiplication roulette, an inclusive and playful resource that created a dynamic and collaborative environment. The teacher, initially cautious, recognized the tool's potential after the intervention. In Practice 2, the use of Scratch was introduced, which aroused curiosity but also presented initial difficulties. However, the students' interest grew as they explored the tool. Both practices highlight the importance of innovative methodologies to promote dynamic and inclusive teaching. To support the discussions, we used the contributions of Vygotsky (1991) and other authors. The practices presented show that pedagogical adjustments not only favor the learning of PAEE students, but also benefit the whole class. The importance of collaborative work for the success of these practices is also highlighted.