Modelling applied in geometry and calculus examples

Abstract

In this document some reflections are made on the initial training of mathematics teachers in the face of the phenomenon of inclusive education in Mexico. A methodological approach is outlined for the design of activities that allow developing a mathematical thought, given the diversity in the classroom. In addition, a position is established regarding what is the inclusive knowledge of the mathematics teacher. At the same time, with examples of activities, a differentiated teaching alternative is determined that recognizes disability and cognitive processes of children, to promote the inclusion of students in the regular education classroom. Keywords: schoolmathematics, inclusive education, geometry, algebra.