O ensino da matemática para autistas: estratégias para potencializar avanços e superar limitações

Abstract

This final project addresses the difficulties faced by students with Autism Spectrum Disorder (ASD) in learning mathematics. Its main objective is to investigate and analyze strategies for teaching mathematics to students with ASD in order to promote meaningful learning in regular elementary education. The research is based on Brazilian legislation, such as the Berenice Piana Law (2012) and the Brazilian Inclusion Law (2015), which guarantee the educational inclusion of students with ASD. Characterized by difficulties in social interaction, communication, understanding abstract concepts, and resistance to change, ASD requires specific pedagogical practices, such as playful and concrete activities, that respect the uniqueness of individuals. This research is justified by practical experience as a tutor for a 12-year old student, level I of ASD, enrolled in the 6th grade, who has difficulties in mathematics and prefers less abstract areas, such as arts and sciences. Thus, the research seeks to answer the question: “How can mathematics be approached to promote the inclusion of students with ASD in regular classrooms?” To answer the question, a bibliographical research and analysis of the results using the content analysis theory were carried out. Two categories were created, based on the results of the pre-analysis: (1) challenges and inclusive pedagogical practices in teaching Mathematics and (2) innovative resources and methods for teaching Mathematics to autistic individuals. The results obtained indicate the importance of using adapted materials, curricular adaptations, use of assistive technologies, collaborative environment, use of educational games and manipulative materials for teaching Mathematics to students with ASD. Therefore, this study highlights the importance of personalized pedagogical practices, aiming at an inclusive and welcoming school environment that respects the individuality and enhances the academic and social development of students with ASD.