Jogos digitais no ensino da matemática para alunos com autismo no ensino fundamental

Abstract

This study aims to analyze the contributions of digital games to teaching Mathematics to students with Autism Spectrum Disorder in Elementary School. Using a qualitative, exploratory approach and a literature review, we sought to analyze how digital games can facilitate mathematical learning for students with autism by promoting an interactive, playful environment that is adaptable to their cognitive needs. These resources, when used in a planned manner and mediated by trained teachers, enhance the development of mathematical, cognitive, and socio-emotional skills, such as concentration, autonomy, and logical reasoning. However, for this practice to be effective, ongoing teacher training, adequate infrastructure, and a commitment to inclusive methodologies are essential. The results indicate that digital games do not replace the role of the teacher, but rather expand their pedagogical possibilities, contributing to more accessible, dynamic, and inclusive mathematics teaching.