Autismo e estratégias para o ensino da matemática: um estudo de caso nos anos iniciais do ensino fundamental

Abstract

The general objective of this research is to identify the didactic strategies for teaching mathematics to a student with Autism Spectrum Disorder (ASD) in a 3rd year elementary school class, during emergency remote teaching, adopted by a class of an educational institution during social distancing, caused by the COVID-19 Pandemic, from the year 2020. The research scenario was a public institution, located in the city of Rio de Janeiro, having as research participants teachers from the Early Years Elementary School and Specialized Educational Service, who taught in 2nd and 3rd grade classes during remote teaching and had a child with ASD among their students. The research proposal was a case study, using as a data collection instrument semi-structured interviews, carried out with the teachers in question and the analysis of the booklets produced by the teachers as a didactic resource during remote classes. Authors such as NEVES; ANTONELLI; SILVA; CAPELLINI (2014); NUNES; AZEVEDO; SCHMIDT (2013) and BIRTH; CROSS; BRAUN (2016) point out that, although the school inclusion of people with ASD is guaranteed by law, it is still necessary to invest in research on the schooling of these students, in the bias of thinking about teaching strategies, so that inclusion can be guaranteed. of these subjects and the accessibility to curricular contents for them. From the interviews, a manual was prepared as an educational product on the development of games on the computer using a free online tool, WordWall. The work aims to contribute to the educational practices of teachers in the early years of elementary school with regard to the teaching strategies of Mathematics.