Uma revisão de literatura sobre o transtorno do espectro autista no ensino de matemática

Abstract

This work is characterized as a qualitative study, which aims to highlight what research points out that discusses autism spectrum disorder in mathematics teaching. To develop this research, we propose the following problem: What is revealed about the methodology of Content Analysis when we analyze studies on Autism Spectrum Disorder (ASD) for Mathematics Teaching? In order to answer this concern, we developed a systematic literature review with the help of the BDTD platform, which allowed us to constitute a research corpus from the search in different databases of interest, composed of different documents, including theses and dissertations. These materials were imported and analyzed from Bardin's Content Analysis (2016) seeking to answer three specific objectives, defined in order to guide the selection of fragments that would allow: 1) To understand the main pedagogical practices used to teach mathematics to students with ASD; 2) Highlight contributions to research on autism spectrum disorder for the field and possibilities for future studies; 3) Understand the limitations experienced in the studies. Based on the analyses carried out, we constructed categories that aimed to answer the research problem. The studies showed that pedagogical practices are essential in teacher training; the research indicated that the use of teaching resources, games, digital technologies, concrete materials, and visual resources are enriching, as long as they are used in a planned and targeted manner. In addition, when the teacher uses clear communication and routines, they are essential for learning. The research also indicated the importance of deepening knowledge about this type of teaching, highlighting the challenge that teachers face when adapting their practices to the specific needs of each student with ASD.