Recursos didáticos no ensino da matemática para crianças com Transtorno do Espectro Autista (TEA)

Abstract

This study discusses the report of a teaching experience using teaching resources in teaching Mathematics to children with autism, in a private school in Maceió, in the state of Alagoas. In view of this, it aims to analyze the importance of teaching resources in teaching Mathematics to children with Autism Spectrum Disorder (ASD), in the initial years, thus finding theoretical support in specific legislation regarding special education, in addition to studies that still deal with the topic in question today, bringing authors such as Corrêa (2019) who points out the scarcity of research on the subject; Machado, Costa and Vieira (2021) addressing the difficulties that people with ASD face in working with abstract situations, emphasizing that visual resources and concrete materials facilitate understanding; Souza (2010) states that the initial grades are responsible for promoting mathematical learning aiming at significant learning; Chequetto and Gonçalves (2015) state that many subjects diagnosed with the same level of support may have different profiles and characteristics from each other; and Oliveira (2021) emphasizes the pedagogical potential of DICT and the importance of adequate teacher training. This study has a qualitative focus, in a case study approach with data collection through observation and the application of planned and elaborated activities. The method of analysis of the results was content analysis, in addition to a bibliographic review. The results indicate that the concrete materials used are configured as devices that can enable and stimulate student learning in the teaching of Mathematics. It is hoped that this study will make it possible to rethink pedagogical practices and problematize the importance of adapting activities and using resources in teaching Mathematics to children with ASD.