A Teoria da Instrução de Robert Gagné no ensino-aprendizagem da Matemática nos anos iniciais para estudantes com autismo

Abstract

This research was concerned with answering the following question: what are the formative and educational possibilities of Gagné's theory of instruction for the development of the teaching-learning process of mathematics in the early years for students with autism spectrum disorder? In view of this, the aim was to study, identify, analyze and describe the educational formative possibilities of Robert Gagné's theory of instruction in the development of the teaching-learning process of mathematics in the early years for students with ASD With this in mind, the aim was to study, identify, analyze and describe the educational training possibilities of Robert Gagné's theory of instruction in the development of the teaching-learning process of mathematics for students with ASD, especially those at level 1 of the spectrum. In order to answer the study's question and achieve the objectives set, the research was developed methodologically through the qualitative approach, more specifically through meta-analysis, related to the studies of Gagné (1974; 1976; 1980); Cunha (2017; 2020); Silva and Urdaneta (2021); Bernier, Dawson and Nigg (2021); Orrú (2023); Borella (2024) among other authors. Initially, the research focused on studying the scientific basis and processing of learning through Gagné's Theory of Instruction, presenting the theoretical assumptions, methodological basis and Gagné's organization of teaching. Next, in section three, the conceptions about teaching mathematics in the early years of elementary school were presented, building a parallel between modern and inclusive mathematics and the results presented by students in the SAEB assessments in 2019. Section four characterizes, conceptualizes and systematizes autism spectrum disorder (ASD), currently considering the triad of impairments that support the diagnosis of the disorder (difficulties in social interaction; impairment in language and communication; repetitive and restrictive behaviors), analyzing the possible conditions of mathematical learning of students with autism and forms of teaching that can be more efficient and meaningful. In the next section, we sought to reflect on the teaching of mathematics from an inclusive perspective, listing some possibilities and methodological strategies that can enhance the teaching of mathematics to students with ASD, establishing a fine line between these educational practices and the Theory of Instruction, as well as the importance of teacher training in making inclusive education effective in educational spaces. In the final considerations, we return to the triad of impairments of people with autism, the perspective of teaching mathematics in an inclusive way in order to consider the individualities, potentialities and interest of the learners, pointing out the possibility of using the Theory of Instruction for teaching mathematics to students with ASD. The aim of this research, from its guiding question, is to reflect on and present the pedagogical viability of Gagné's Theory of Instruction for teaching mathematics to students with autism spectrum disorder, in order to point out educational possibilities in the search for a more successful teaching and learning process with and for these learners. Keywords: Gagné's Theory of Instruction; Mathematics Teaching; Autism Spectrum Disorder; Methodological Strategies; Teaching and learning mathematics to students with ASD.