O ensino da matemática e o transtorno espectro autista: intersecções

Abstract

The different strategies form the pole of the intersections of mathematics teaching and learning and do not exclude the teacher's role in the classroom; are correlated when the aim is to promote mathematics education for students with autism spectrum disorder. In this sense, we sought to answer the question how to teach mathematics to students with Autistic Spectrum Disorder?”. To answer it, the following objective was outlined: to describe the use of different strategies for teaching mathematics for students with autism spectrum disorder. To this end, the nature of the study's data and procedures was considered qualitative, with the Narrative Literature Review as the outline of the general objective of the work. With the use of manipulative materials and computerized tasks, it was found that it is possible to teach mathematics to students with Autistic Spectrum Disorder in an inclusive, participatory, effective, playful way, disseminating the idea of mathematics as a discipline for everyone and for life.