This book seeks to make a reflective analysis of the teaching strategies and methodologies to be applied in mainstream classrooms, where students with special educational needs are included, in order to understand and also contribute to the teaching-learning process of mathematics in basic education, thus providing the effective inclusion of these students. In this way, when analyzing the teaching-learning process, issues relating to the perspectives of the inclusive school were analyzed, making an analysis relating to curricular adaptation, turning the gaze of this discussion to the essential role of the teacher.

Research was also carried out in order to find/improve teaching methodologies capable of enriching/favoring the understanding of mathematics for students with special educational needs, not forgetting assessment, understood here in this research as an integral part of the entire teaching-learning process. In this sense, a bibliographical survey was carried out, seeking a better understanding of the teaching-learning process of mathematics, with the aim of making the effective inclusion of these students possible.

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