Estratégias pedagógicas para o ensino de matemática a alunos com Transtorno do Espectro Autista (TEA) nos anos finais do ensino fundamental: uma pesquisa bibliográfica

Abstract

Autism Spectrum Disorder is a neurodevelopmental condition characterized by cognitive, communicational, and behavioral particularities that directly influence the learning process. In the educational context, the inclusion of autistic students in mathematics education constitutes a challenge and, at the same time, an opportunity to compensate for pedagogical practices. This study aimed to analyze and systematize teaching strategies that favor the mathematical learning of these students, in order to support teaching practice from an inclusive perspective. To this end, a bibliographic research was developed based on recent articles, monographs, and academic documents that discuss both the difficulties and the potential of autistic students in mathematics. The analysis highlighted the relevance of personalized teaching, with the use of hyperfocus and specific interests, the use of visual aids and concrete materials, the use of assistive and digital technologies, as well as the encouragement of active methodologies, such as Maker Culture and collaborative teaching. The results indicate that such strategies are aimed at overcoming barriers related to abstraction and cognitive impairment, while also valuing strengths such as detailed memory and visual skills. It is concluded that the effectiveness of teaching mathematics to autistic students depends on a combination of diverse approaches, ongoing teacher training, and investment in research that expands the repertoire of inclusive practices.