Metodologias para o ensino de matemática para alunos com transtornos do espectro autista (TEA)

Abstract

The aim of this research was to find out about the teaching methodologies used by teachers who teach Mathematics in the city of Araguaína - TO, to students with Autism Spectrum Disorder. In order to provide a theoretical basis for the research, it was necessary to develop studies on Autism Spectrum Disorder, education for people with disabilities and methodologies for teaching mathematics in the context of ASD. This is an exploratory study with a qualitative approach, carried out by means of a bibliographical study, observations and semi-structured interviews, applied to three teachers from two municipal schools in the city of Araguaína, TO. For analysis and interpretation, we opted for Content Analysis and data triangulation, which resulted in three categories of analysis: i) Methodologies for Teaching Mathematics to Students with ASD; ii) Adaptations and Pedagogical Approaches Necessary for Teaching Mathematics to Students with ASD; iii) Challenges in Teaching Mathematics to Students with ASD. The analyses showed the diversity of methodologies used by the teachers to teach mathematics to students with ASD. Among these methodologies, the use of concrete materials proved to be important for the teaching and learning process, as it promotes visualization and manipulation of the object of knowledge studied. In addition to concrete materials, mathematical problems and games proved to be relevant methodologies for critical and social development, but they need to be adapted taking into account the student's educational needs.