Educação matemática e transtorno do espectro autista (TEA): uma análise das pesquisas dos programas de pós-graduação da área de ensino.

Abstract

People with disabilities, mental disorders, high abilities/giftedness, as a matter of right and duty, have been increasingly present in schools. It's relevant to say that in addition to embracing them by enrolling them, schools have been trying to include these students in regular classrooms, thus promoting better quality teaching and accessibility. In that regard, this research aims to present an overview of the analysis carried out in stricto sensu postgraduate programs in mathematics tutoring from 2011 to 2023 that address the teaching and learning process of students with Autism Spectrum Disorder (ASD) in mathematics classes. The general objective is to analyze the research of the stricto sensu postgraduate courses in the Mathematics Education Teaching Area, which address the development/process of teaching and learning in mathematics classes with students with Autism Spectrum Disorder (2011-2023). This is a bibliographical research, based on Lakatos and Marconi (2003). The database managed was the Sucupira Platform and the Brazilian Digital Library of Theses and Dissertations in Postgraduate Programs, with an emphasis on the words: "Autism", "Autistic", "ASD" and "Teaching Mathematics". The methodological approach is quantitative, based on Severino (2007) and Marconi and Lakatos (2003), both of which corroborate the aim of looking at works that have already been published. Considering the sources, that can be cartographic material, written press and others, this study considered the publication of theses and dissertations, resulting in 26 researches found, which served as support for characterizing the categories of analysis in this study. It should be stated that the surveys considered are only those consistent with the field of Mathematics Education and refer to the development/process of teaching and learning in Mathematics classes for students with ASD. Based on the results and discussions, it can be concluded that some studies are similar in terms of the same theoretical support, which is Vygotsky, as well as studies that make reference to Trends in Mathematics Education. The authors discuss concrete materials, manipulatives, Montessori materials, technological games, mathematical games, adaptations of activities and/or curricula and visual resources such as images. These studies predominantly discuss the inclusion of people with ASD in teaching and learning.