Um olhar para o autismo e o ensino-aprendizagem da Matemática

Abstract

O develop an understanding of how the teaching-learning process of Mathematics can take place in students with autism is the objective of this work. In order to guide our investigative actions, we always had with us the question about: What can be said about the teaching-learning process of Mathematics for students with autism? For this, we used the methodology of Oral History, in particular, that mobilized in the of Mathematics Education, especially in the research Group Oral History and Mathematics Education (Ghoem). To understand this issue and fulfill our objective, we conducted an interview with a Mathematics teacher who worked during emergency remote teaching and had students with disabilities in his virtual classroom, students with disabilities, especially those with autism and with their case considered moderate to severe. In addition, we carried out bibliographic studies that addressed topics such as: autism, legislation, teaching mathematics, materials adapted for teaching mathematics, among others. Data analysis took place in a paradigmatic way, where, from reading the data produced in the interview and the theoretical references, it was possible to list two categories: “Working Conditions” and “Elaboration of Teaching Materials.” In the first one, it was possible to see how much the conditions imposed on the teacher's work can affect the way they work in the classroom. Continuing education, the possibility of working in exclusive dedication, dialogue and specialized support are some conditions that, for us, make learning more meaningful, especially when you have students with autism and they live an emergency remote teaching situation, as was the scenario of this research. Finally, the second category showed us how important it is to know the specifics of students, in particular, we discussed the case of autistic people. In this sense, we realize that working with concrete material, colors and games are important to be mobilized. In the case of teaching fractions, for example, playful activities that allow the student to manipulate, operate with trial and error and use colors and images, can help them understand the different interpretations of fractions, that is, as a measure, quotient, ratio, or operator.