Ensino da matemática para alunos com transtorno do espectro autista, uma abordagem inclusiva.

Abstract

This study presents a literature review on pedagogical strategies used in mathematics education for students with Autism Spectrum Disorder (ASD), focusing on promoting meaningful and inclusive learning. The research was conducted using the SciELO and Oasisbr databases, employing the descriptors “teaching,” “mathematics,” and “ASD,” both individually and in combination. After applying the eligibility criteria, 12 scientific articles published between 2015 and May 2025 were selected. The analysis, based on Bardin’s (1977) Content Analysis methodology, enabled the identification of effective practices such as the use of assistive technologies, concrete materials, educational games, and personalized lesson plans tailored to the needs and potential of students with ASD. The results highlight that these resources, when combined with intentional instructional planning, enhance mathematical learning and foster active student participation in the school environment. However, challenges such as insufficient teacher training, inadequate infrastructure, and the lack of adapted materials continue to hinder the full implementation of inclusion. It is concluded that building truly inclusive education requires not only pedagogical resources but also sensitivity, ongoing professional development, and institutional commitment.