Metodologias de ensino para o aprendizado da matemática por alunos com transtorno do espectro autista nos anos iniciais do ensino fundamental

Abstract

This research was based on the following question: what teaching methodologies can contribute to the learning of mathematics by students with Autism Spectrum Disorder (ASD) in the early years of elementary school? Based on the guiding question, the aim was to study, identify and analyze the methodological possibilities for the learning of mathematics by students with Autism Spectrum Disorder (ASD) in the early years of elementary school. To answer the suggested problem and achieve the defined objectives, the investigation was carried out using qualitative bibliographical research, specifically meta-analysis. By contextualizing the teaching of mathematics in the early years of elementary school, it was discussed the guidelines, conceptions, and practices of teaching mathematics, analyzing how students' learning is constituted in the current context, based on research into the results of the tests of the Basic Education Evaluation System (SAEB) and the Minas Gerais Public Education Evaluation and Equity System (SIMAVE). Were presented some reflections as well on the causes that influence school failure in the learning of mathematical content. It presented an analysis of the historical, cognitive and diagnostic aspects of Autism Spectrum Disorder (ASD) and the history of inclusive education in Brazil. It also presented some methodological alternatives that can help in the learning of mathematical concepts, seeking to establish whether these methodologies are appropriate for students with ASD. In this way, the methodological possibilities for the development of teaching practice in mathematics presented were Problem-solving, Games and Information and Communication Technologies, always seeking to establish an interrelationship between the teaching methodologies presented and their viability for students with ASD.