Ensino de polígonos e quadriláteros: uma proposta metodológica para estudantes com transtorno do espectro autista

Abstract

The present work aims to develop a methodological proposal for the teaching of Polygons and Quadrilaterals for students with Autism Spectrum Disorder from the mapping of methodologies already worked for the Final Years of Elementary School. For this development, we classified the research as applied, qualitative, exploratory and bibliographical, since a survey of articles and dissertations that had common areas between Mathematics Education and Autism Spectrum Disorder was carried out, considering the readings of the titles, abstracts and, consequently, text. Among the cataloged works, we highlighted the existing methodologies used in mathematics classes and guided our research with the most used. The theoretical foundation covers the legal aspects for the inclusion of students with autism, teaching, inclusion and the challenges encountered to insert students with Autism Spectrum Disorder in the mathematics classroom, in addition to presenting the importance of playful methodological practices for teaching and expose all the stages of the bibliographic survey of studies on the subject. We developed a proposal for a didactic sequence and based on the research carried out, we consider that the methodology with Concrete Manipulative Didactic Materials contributes to the learning and teaching of students with autism, providing autonomy and developing their thinking. Therefore, we adopted this methodology for our proposal, favoring teaching with accessible materials that generate positive results. We hope that the material produced will contribute to the teaching of teachers and to the learning of students.