Metodologias de ensino para o aprendizado da matemática por alunos com transtorno do espectro autista nos anos iniciais do ensino fundamental

• Ano de defesa: 2024
• Autor(a) principal: Assis, Letícia Alexandra de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Matemática; Mathematics; Transtorno do Espectro Autista; Autism Spectrum Disorder; Inclusão escolar; Inclusion in schools; ensino-aprendizagem; Teaching-learning; CNPQ::CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL; Educação; Educação Infantil; Autismo em criança; Alfabetização matemática; Transtornos do espectro autista; Educação inclusiva; ODS::ODS 4. Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/41624; http://doi.org/10.14393/ufu.di.2024.268

This research was based on the following question: what teaching methodologies can contribute to the learning of mathematics by students with Autism Spectrum Disorder (ASD) in the early years of elementary school? Based on the guiding question, the aim was to study, identify and analyze the methodological possibilities for the learning of mathematics by students with Autism Spectrum Disorder (ASD) in the early years of elementary school. To answer the suggested problem and achieve the defined objectives, the investigation was carried out using qualitative bibliographical research, specifically meta-analysis. By contextualizing the teaching of mathematics in the early years of elementary school, it was discussed the guidelines, conceptions, and practices of teaching mathematics, analyzing how students' learning is constituted in the current context, based on research into the results of the tests of the Basic Education Evaluation System (SAEB) and the Minas Gerais Public Education Evaluation and Equity System (SIMAVE). Were presented some reflections as well on the causes that influence school failure in the learning of mathematical content. It presented an analysis of the historical, cognitive and diagnostic aspects of Autism Spectrum Disorder (ASD) and the history of inclusive education in Brazil. It also presented some methodological alternatives that can help in the learning of mathematical concepts, seeking to establish whether these methodologies are appropriate for students with ASD. In this way, the methodological possibilities for the development of teaching practice in mathematics presented were Problem-solving, Games and Information and Communication Technologies, always seeking to establish an interrelationship between the teaching methodologies presented and their viability for students with ASD.