Abstract:

This study presents an innovative experience in Inclusive Mathematics Education by using Tampimática, a didactic material designed to promote the mathematical thinking and financial autonomy in students with Intellectual and Developmental Disabilities (IDD). The research involved six students from the Individual Multidisciplinary Studies Program (PIEM) at the University of Aveiro, Portugal. PIEM is an innovative program that offers higher education opportunities to students who don’t meet traditional admission requirements and have an IDD diagnosis. The program emphasizes personalized planning, full inclusion, and experiential learning, nurturing the individual needs of each student. Applying a qualitative approach, the study adopted the design of an exploratory case study. The math activities focused on real-world financial transactions using cash, guided by Tampimática to enhance students' understanding of quantities, values, and change. The research team comprised the mathematics teacher, the developer of Tampimática, and the PIEM coordinator/tutor, who collaborated to adapt and organize tasks according to the specific needs of each student. The findings demonstrated the effectiveness of Tampimática in fostering students' autonomy in handling money and refining their arithmetic thinking. The hands-on manipulation of the didactic material facilitated the attribution of meaning to numerical representation, connecting quantification with real coins and bills, promoting students' recognition and understanding of the monetary system. This study highlights the significance of Inclusive Mathematics Education and Tampimática as transformative tools for empowering students with IDD. The outcomes align with existing literature and suggest relevant implications for pedagogical practices and the development of inclusive didactic materials. Moreover, acquiring financial skills contributes to students' autonomy and participation within the university campus and potentially beyond. Tampimática emerges as a promising resource for inclusive mathematics instruction, nurturing autonomy, logical reasoning, and mathematical capabilities in students with IDD. Its application within the PIEM curriculum proved to be instrumental in addressing the needs and aspirations of students seeking greater autonomy and active participation in university life, enabling them to make independent purchasing decisions. Future research is recommended to explore the long-term impact of this learning process beyond the university campus, and to investigate the transferability of these skills to employment settings. Additionally, further studies could examine the potential of Tampimática in promoting financial literacy and numeracy skills among a broader population of students with IDD.

Keywords:

Intellectual and Developmental Disabilities (IDD), Tampimática, Financial literacy, Participation, Autonomy.