DIGITAL INCLUSION IN MATHEMATICS EDUCATION: OVERCOMING BARRIERS TO ACCESS AND TRAINING FOR EQUITABLE EDUCATION

Abstract

This study aimed to analyze how digital inclusion contributed to overcoming barriers to access and training in mathematics education, with a focus on promoting equitable education. The research problem centered on the difficulties faced by students and teachers in the absence of technological infrastructure, unequal access, and limited teacher training. The methodology used was a literature review, with a qualitative approach, based on academic publications between 2019 and 2024. The results indicated that digital inclusion, when associated with intentional pedagogical practices and active methodologies, favored student engagement, the mediation of mathematical content, and the appreciation of diversity. The analyses showed that teacher training, the appropriate use of technological resources, and the adoption of inclusive strategies were central aspects for strengthening a pedagogical practice that is more sensitive to different ways of learning. In the final considerations, it was concluded that digital inclusion represented a relevant resource for the construction of a more equitable mathematics education, provided that it was articulated with a pedagogical commitment to equity and the reformulation of teaching practice. The need for new empirical studies that broaden the debate on the use of technologies in everyday school life and contribute to addressing educational inequalities was indicated.