Teaching inclusive mathematics for cancer child patients in a hospital environment

Abstract

This article aims to explain how teaching and learning processes of early mathematics education happen on a given oncological hospital in the Brazilian state called Goiás, Brazil. The qualitative and exploratory research is mainly based on longitudinal data, documents, teaching plans and notes, and semi-structured interviews. The data analyses are based on thematic and content methodologies regarding teaching and evaluation. The research identifies complex challenges that mathematics teachers face daily to teach mathematics in hospitals for children who are diagnosed with cancer and are having cancer treatment. For instance, teaching and learning venues being hospital rooms may not the best place for children to learn or for the teachers to work in.