O uso das TDIC no ensino e aprendizagem de matemática para pessoas com TEA

Abstract

The number of special education students enrolled in elementary school increased by 80.14% between 2015 and 2019, according to data from INEP. Of this total, 14.22% correspond to students with autism spectrum disorder (ASD), an indication of the increasing presence of these learners in schools. ASD is a neurodevelopmental disorder that can be diagnosed in early childhood, with its main characteristics being difficulty with social skills, difficulty communicating and restricted interests. Individuals with this disorder have the full right, guaranteed by law, to be in school, but it is still a challenge for educators to achieve significant learning for students with ASD. In this sense, we perceive the need for an understanding of the knowledge that teachers need to have, in relation to teaching mathematics to learners with ASD. We chose Digital Information and Communication Technologies (DICT) as the main pedagogical resources in the mathematics teaching and learning process, because technology is part of everyone's life and we consider it important to study its use in favor of learning. The objective of this research was to investigate, identify and describe the knowledge that mathematics teachers need to master in relation to the use of DICT in pedagogical practices aimed at students with ASD. We adopted meta-analysis as a research methodology, carrying out a search for theses and dissertations, using the themes: ASD, mathematics and DICT, in two Brazilian databases: CAPES and BDTD. We analyzed twenty-one dissertations resulting from filtering the theme and reading the works found. The textual corpus resulted in sixteen categories of analysis that we consider relevant for learning mathematics with the methodological support of DICT. We highlight the following as the most relevant: playful activities, concrete materials to support learning, computerized environments and digital games, getting to know the student with ASD – prior study of the subject, the role of the teacher, activities that involve subjects of interest to the student, family involvement, collaborative teaching. By analyzing the categories, we have exhaustively demonstrated that TDIC provide an environment rich in possibilities for personalizing the teaching of mathematical content, allowing the creation of the most varied activities involving the most diverse themes, colors and sounds that are part of the student's areas of interest. Characteristics that are very important for effective learning for students with ASD.