Recursos didáticos no ensino de matemática: acessibilidade de alunos com transtorno do espectro autista

Abstract

This paper makes important considerations for the inclusion and construction of meaningful knowledge for autistic children through planning and teaching strategies. Showing that there is not a single way to be considered for the teaching of mathematics, because there are several resources and proposals that the educator can appropriate for their practice, based on their experience and knowledge of their students so that learning actually occurs. Therefore, the objective is to point out ways in which teachers working in the mathematics discipline can include autists in this learning process. The adopted methodology has an action research approach, through the observations and difficulties presented by a child with Autistic Spectrum Disorder. This study was developed in the second semester of 2019, and was attended by an autistic student of the 5th grade of Elementary School in a Bagé Municipal School. Being the specialized educational attendance (AEE) held in a special School of Education in the same municipality. The study participant, male, 11 years old, was diagnosed with Asperger's Syndrome. In the work carried out in 8 meetings, pedagogical interventions were made by teaching the 04 mathematical operations using resources adapted to the teaching of mathematics. It was found that the boy obtained learning of mathematical operations, thus verifying the importance of using these resources in cases where the child has learning difficulties. Thus we developed and applied Teaching Resources in the Mathematics discipline with a student with Autistic Spectrum Disorder in Specialized Care, achieving success in the results.