Educação matemática inclusiva para os anos iniciais: alternativas de recursos pedagógicos no ensino de geometria para alunos autistas

Abstract

Inclusive education has established itself as a fundamental principle in the Brazilian educational scenario, promoting pedagogical practices that meet the diverse learning needs that exist in the school environment. In this context, teaching Mathematics in the early years of Elementary School requires strategies that consider the specificities of students with Autism Spectrum Disorder (ASD), especially with regard to different forms of learning,with emphasis on teaching Geometry. Given this reality, the general objective of this study is to propose inclusive pedagogical alternatives for teaching Geometry, based on the use of manipulable and digital resources, aiming to favor the learning of students with ASD. To achieve this objective, research with a qualitative approach, theoretical in nature, based on bibliographic research was developed. As a result, five suggestions for activities focused on teaching Geometry were developed, using board games such as Tapatan and Shisima, manipulative materials such as Geoplano and geometric solids, in addition to the digital game Tangram. It is concluded that the pedagogical resources presented in this study constitute significant methodological possibilities for teaching Geometry in the first years of Elementary School.