Reconfiguring classroom layout as a tool for inclusion and equity in mathematics education

Visualizações: 9

Authors

DOI:

https://doi.org/10.36704/eef.v29i57.9089

Keywords:

Justice, Equality, Pedagogical Practices, Active Methodologies, Engagement

Abstract

This study examines how physical classroom design can promote equity and inclusion in mathematics education. The research explores the reconfiguration of classroom layout as a tool to create more collaborative and contextualized environments. Active learning methods, direct observation, and the use of the digital platform Matific are used to evaluate the impact of these changes. The results suggest that reorganizing the physical space facilitates interaction among students and allows pedagogical practices to be adapted to individual needs. It is concluded that adjustments to the classroom layout, combined with ongoing teacher training, can reduce educational inequalities and increase student engagement in mathematical learning. It also highlights the importance of accessible, well-planned environments that integrate students with different abilities and learning styles, promoting a more equitable educational experience.

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Author Biographies

Leandro Rodolfo Prado Lessa, Universidade de Taubaté

Master’s student in Professional Education at the University of Taubaté (MPE – UNITAU), focusing on the research line of "Pedagogical Practices for Equity." Graduated in Mathematics from FABRAS - IBRA College of Brasília, currently teaching elementary and high school in the State Education Network of São Paulo.

Willian José Ferreira, Universidade de Taubaté

Professor and Researcher in the Professional Master's Program in Education at the University of Taubaté (MPE – UNITAU). He holds a degree in Physics from São Paulo State University (UNESP), a Master's in Environmental Sciences from the University of Taubaté (UNITAU), and a PhD in Space Geophysics from the National Institute for Space Research (INPE). He also participates in the Teacher Specialization Program (PED Brasil), an initiative of the Lemann Center for Educational Entrepreneurship and Innovation in Brazil, located at the Stanford Graduate School of Education, developed in partnership with the Instituto Canoa. 

Kátia Celina da Silva Richetto, Universidade de Taubaté

Professor and Researcher in the Professional Master's Program in Education at the University of Taubaté (MPE – UNITAU). Chemical Engineer from the School of Engineering of Lorena, University of São Paulo (EEL-USP), with a Master’s in Mechanical Engineering from the São Paulo State University (UNESP), PhD in Materials Engineering from EEL-USP, and a Specialization in Distance Education from the University of Taubaté (UNITAU). She is currently the director of the Institute of Basic Sciences (IBE) at UNITAU and participates in the Teacher Specialization Program (PED Brasil), an initiative of the Lemann Center for Educational Entrepreneurship and Innovation in Brazil, located at the Stanford Graduate School of Education, developed in partnership with the Instituto Canoa. 

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Published

2026-04-30

How to Cite

Lessa, L. R. P., Ferreira, W. J., & Richetto, K. C. da S. (2026). Reconfiguring classroom layout as a tool for inclusion and equity in mathematics education. Educação Em Foco, 29(57), 1–21. https://doi.org/10.36704/eef.v29i57.9089

Issue

Vol. 29 No. 57 (2026): Revista Educação em Foco

Section

Relato de experiência

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