As dificuldades encontradas por professores para o ensino de matemática em crianças com TEA

Abstract

This research had the general objective of analyzing the difficulties encountered by teachers in teaching mathematics in the early years of elementary school in children with ASD. To theoretically support the research, we focused on a study on the Autistic Spectrum Disorder (ASD) from a brief history and conceptualization and its evolution over time, for that, we present data from the Pan American Health Organization - PAHO ( 2022), as well as Mello (2007) and Bosa (2002), among others. Likewise, we present a brief discussion on the teaching of Mathematics in the early years, already inquiring about how this teaching takes place for children with ASD. This work deals with a study of a qualitative/descriptive nature, of an exploratory nature through data collection through a questionnaire on the Google Forms platform, carried out with elementary school teachers from a private school, located in the Jardim Cidade Universitária neighborhood in city of João Pessoa – PB. After collection, we organized the data into three categories called “Teachers' identification”; “Knowledge of teachers about autism spectrum disorder” and “Strategies that teachers adopted in teaching Mathematics in students with ASD and their advances”. The results indicated that most teachers did not have adequate training to work with these children, and that these teachers were able to identify ASD characteristics and build strategies and methods for teaching mathematics to their students through their experiences in living with them. children with this disorder. Moreover, more than using different strategies for teaching mathematics to these students, it is necessary for teachers to understand their students and their singularities and it is also necessary to provide training focused on the specificities of these students.