O uso de materiais didáticos manipulativos no ensino da matemática para individuos com transtorno do espectro autista

Abstract

he individual with Autism Spectrum Disorder (ASD), also known as autism, although they have a condition that affects neurological development and implies behavioral and learning changes, they are not prevented from developing fully, through a necessary help, being able to exercise their rights and duties and contribute to the growth of society. Therefore, the present essay had as general objective to investigate how Manipulative Teaching Materials can help in the process of learning mathematics of individuals diagnosed with Autistic Disorder. For that, a bibliographic research was carried out, in order to obtain a greater understanding of the subject, and a case study, to carry out the necessary analysis that correspond to the objective, with an eight-year-old child diagnosed with Autistic Spectrum Disorder since the age of seven. This research presents the need for studies in the educational field involving Autistic Spectrum Disorder and brings in its reference the historical context of Autistic Spectrum Disorder, its relationship with mathematics and its educational legislation, in addition to the conceptions about the Manipulative Didactic Material, the skills presented in the National Curricular Common Base, its application in the educational development of individuals with Autistic Spectrum Disorder and a mapping of studies on this area. As a final result, we highlight the use of Manipulative Didactic Material as a resource capable of promoting meaningful learning to individuals with this disorder, because, from it, the student obtained a greater understanding of the concept of grouping, created new strategies to perform the counting process correctly and was able to identify the ten. In other words, the use of this resource in the educational context estimulated the student's curiosity and criticality, developing her autonomy and, consequently, contributing to her formation.