Práticas pedagógicas no ensino da geometria para alunos com Transtorno do Espectro Autista (TEA)

Abstract

This study investigates how Geometry can be used to enhance Mathematics teaching for students with Autism Spectrum Disorder (ASD), considering their cognitive and sensory particularities. The main objective was to analyze the pedagogical strategies used by teachers in the municipal schools of Caxingó-PI for teaching Geometry to these students. The methodology is based on a qualitative and quantitative approach, combining literature review and questionnaire application to 10 Mathematics teachers. The results indicate that the use of visual, manipulative, and technological resources enhances the understanding of geometric concepts, making learning more accessible. It also highlights the need for teacher training and adequate infrastructure to enable truly inclusive education. It is concluded that teaching Geometry, when adapted to the specific needs of students with ASD, significantly contributes to their autonomy, inclusion, and mathematical development