Abstract

This study is an action research project on inclusive mathematics teaching in primary education, focusing on students with special educational needs (SEN). The study highlights the importance of adapting pedagogical methods to ensure equity in learning, especially in a discipline as abstract as mathematics. Through the Universal Design for Learning (UDL) approach, we proposed using multiple means of representation, action, and expression to enable students with SEN to access and participate in learning. The research focuses on understanding the place value of numbers via the use of tangible learning materials. It is argued that this strategy, together with multisensory techniques, can improve the understanding of mathematical concepts in students with dyslexia, dyscalculia, and other difficulties. The study uses a collaborative approach, creating heterogeneous groups to foster inclusive learning. The process includes phases of planning, action, observation, and reflection. Initial and post-intervention diagnostic tests were carried out, showing significant improvements in the understanding of numerical decompositions and place value. In addition, an increase in student motivation and participation was observed. It is concluded that inclusive interventions with manipulative materials promote meaningful learning, reinforcing the need for a reflective and adaptive pedagogical approach to address the difficulties of students with SEN in mathematics.