O ensino da matemática para crianças portadoras de transtorno do espectro autista no ensino fundamental

Abstract

This research aimed to analyze the teaching-learning of mathematics in elementary school for children with Autism Spectrum Disorder. Thus, in view of the theoretical survey, it was possible, initially, to understand the literature precisely with the practical investigation of teaching-learning of mathematics for ASD children. Through this perspective, the study is, therefore, a qualitative, descriptive research, carried out through a phenomenological data analysis, through (1) bibliographic survey of concepts; (2) the application of mini-tests (by questionnaire in previously selected software) with children diagnosed with Autism Spectrum Disorder (ASD); (3) phenomenological description of qualitative data; and (4) construction of theoretical reflection based on data collected in the research field in relation to the use of an application in the teaching-learning process of multiplicative mathematics for children with ASD. As for the results, it is understandable that the identified difficulties were not directly related to the activities themselves, even if greater pauses were observed during the counting of elements in multiplication. The most striking deficits were found in the understanding of the assumptions of the questions, thus allowing for a practical dynamic for teaching through the exercises that the application presents in its configuration. In addition, the slowness in carrying out the activity prevailed among the learners during the final questions, as it was at a more complex level. In this way, even those who had difficulty, for example, in differentiating groups and concepts, had an excellent performance in carrying out the tasks, despite recognizing that all participants lack teaching-learning focused on mathematics in terms of the multiplicative aspect, whether in educational or clinical context, facilitated by the use of a digital resource.