MATEMÁTICA INCLUSIVA COM ALUNOS AUTISTAS NO ENSINO FUNDAMENTAL

Abstract

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects the nervous system and impacts socio-communicative skills, behavior and, in some cases, cognitive skills. This research aimed to identify pedagogical practices of mathematics teachers aimed at learning students with ASD and the difficulties inherent to this process. The methodology used was a systematic review of the literature in the catalog and CAPES theses and dissertations in the period 2019-2023. This is an exploratory, descriptive research with a qualitative approach. Considering the inclusion and exclusion criteria, five dissertations were selected for analysis. The results indicate that the advances of students with ASD in the acquisition of mathematical concepts in the field of algebra and geometry, promoted teachers' redefinitions regarding their perception of inclusion, combating micro-exclusion practices in the school environment, more favorable teaching strategies involved resources and visual stimuli that motivate better attentional control for learning, didactic use of the hyperfocus of the student with ASD allowed teachers to have a better understanding for learning Mathematics. It concludes on the importance of research on the teaching and learning processes of students with ASD, in Professional Master's Degrees, as only two dissertations presented an educational product.