ESTRATÉGIAS METODOLÓGICAS PARA O ENSINO DE MATEMÁTICA PARA COM ALUNOS COM TRANSTORNOS DO ESPECTRO AUTISTA - TEA

Abstract

This study investigates the following research problem: How do Mathematics teachers face the challenges of teaching students with Autism Spectrum Disorder (ASD) in the final years of elementary school, and what strategies are recommended to effectively mediate this process? To address this issue, the general objective was to understand how learning develops with teachers’ intervention in individualized support for students with ASD. The research was conducted at the Centro Educacional Municipal Dr. Adauto C. de Rezende, adopting a qualitative approach through action research, involving the participation of a Mathematics teacher, a Specialized Educational Assistance (SEA) teacher, and a student diagnosed with ASD. Data were collected through participant observation, documental records, and pedagogical activities planned in accordance with the Brazilian National Common Curricular Base (BNCC). The results showed that the use of concrete, visual, digital, and playful resources enhanced the understanding of mathematical concepts and contributed to inclusion, communication, and student autonomy. It is concluded that methodological adaptation in Mathematics teaching is a promising path to make the teaching and learning process more inclusive and effective.