Estratégias didáticas no ensino-aprendizagem dos conhecimentos matemáticos na Educação Infantil destinados a alunos com Transtorno do Espectro Autista (TEA)

Abstract

Mathematics constitutes an essential field for human development, as it organizes concepts of quantity, measurement, space, and variation present in everyday situations. In early childhood education, its teaching must be conducted in a playful and meaningful manner, fostering the cognitive, social, and communicative development of children, including those with Autism Spectrum Disorder (ASD). This study focuses on the analysis of didactic resources used in the teaching-learning process of mathematics for children with mild to moderate ASD in early childhood education. To this end, a systematic review with a qualitative approach in education was conducted, encompassing scientific articles published over the last three years. The objective of this study was to identify and analyze scientific articles from the past three years that suggest didactic resources used in the teaching-learning process of students with ASD in Early Childhood Education, considering the specificities and needs of this population. Furthermore, the research addresses the historical context and legal frameworks of school inclusion in Brazil, articulating them with pedagogical practices that promote equity in the learning process. As an expected result, an E-book will be developed as a didactic resource adapted to the characteristics of students with ASD, aiming to expand inclusion possibilities and promote more effective practices in mathematics teaching within early childhood education.