Uma análise teórica sobre o processo de inclusão e o ensino da matemática para alunos com transtorno do espectro autista

Abstract

The present study aims to investigate and analyze research which was already carried out in the field of Mathematics Education that addresses inclusive mathematics teaching methodologies for students with autism spectrum disorder (ASD), as well as to know their main characteristics, singularities, laws and guidelines that support inclusive mathematics education. It also aims to analyze contributions and indications of studies related to ASD in the research in the Mathematics Education field and inclusion. Thus, aiming to accomplish the proposed objectives, a bibliographic research with qualitative approach was carried out in dissertations and theses that addressed the mathematics education for autistic students, between 2011 and 2020, when 11 studies were analyzed, being 9 dissertations and 2 theses. After analyzing the studies, it was possible to observe that there are already some mathematics teaching methodologies. However, it is evident that it is necessary the development of many other methodologies and pedagogical practices, seeking to broaden the possibilities of necessary adaptations, allowing, in this way, the students with educational needs to feel more included in the school environment.