Educação matemática para alunos com TEA e TDAH: o que dizem os congressos ENEM e SIPEM

• Ano de defesa: 2023
• Autor(a) principal: Lacerda Junior, Djair dos Santos
• Orientador(a): Alvarenga, Karly Barbosa
• Banca de defesa: Alvarenga, Karly Barbosa, Teixeira, Rafael Montoito, Silva, José Fernandes da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: PROFMAT - Programa de Pós-graduação em Matemática em Rede Nacional - Sociedade Brasileira de Matemática (IME)
• Departamento: Instituto de Matemática e Estatística - IME (RMG)
• País: Brasil
• Palavras-chave em Português: Inclusão; Mapeamento; Fanzine; Educação matemática
• Palavras-chave em Inglês: Inclusion; Mapping; math education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/12861

With such diversity in the learning of people with special needs in schools, it is of great importance that mathematics teachers apply inclusive methodologies in their classes. Therefore, the present work has as main objective to understand how inclusive mathematics teaching and learning, especially students with ASD and ADHD, are being presented in the congresses: National Meeting of Mathematics Education (ENEM) and International Seminar on Mathematics Education Research (SIPEM), from 2010 to 2022. A search was initially conducted in the proceedings of the congresses about mathematics education for students with Special Educational Needs (SEN), we found 218 articles. In the analysis, it is found that they have a better performance in learning when active teaching methodologies are used. We found 14 articles dealing with ASD and ADHD, which were categorized and analyzed. At the end, the creation of a potentially inclusive product is presented. Based on this survey, the creation of fanzines is proposed as an inclusive teaching methodology that can provide students with autonomy, critical sense, and collectivity. As a result, it is observed, for example, that there is little attention from researchers in relation to this cause and the need for public policies so that real inclusion, and not only the integration of these students, can occur.