Os discentes com Transtorno do Espectro Autista (TEA) e a aprendizagem lúdica da matemática nos anos iniciais do ensino fundamental

Abstract

The use of ludic in methodological proposals represents an educational strategy to build Mathematics learning in the early years of Elementary School for students with Autism Spectrum Disorder (ASD). This research started from the question: what are the contributions of ludic in the development of methodological proposals for the teaching-learning of Mathematics aimed at students with ASD in the early years of Elementary School? It aimed to study methodological proposals from a ludic perspective that can contribute to the development of pedagogical practices in the teaching-learning of Mathematics in the early years of Elementary School for students with ASD. To this end, the research was based on an investigative-qualitative proposal and bibliographical research. The study was built in 4 (four) dimensions: the construction of Mathematics in Brazil and large-scale external evaluations; pedagogical practices and the role of the ludic in the teaching of Mathematics; concepts and main teaching strategies involving ASD; and highlighting some ludic methodological proposals that can contribute to the teaching of Mathematics, such as Problem Solving, Games, Information and Communication Technologies, History of Mathematics, Project-Based Learning and Mathematical Modeling. As a result, the particularities of each of these and their contributions to teaching students with ASD were presented.