O ensino da matemática para criança com TEA

Abstract

The inclusion of students with Autism Spectrum Disorder (ASD) in regular schools repre sents significant progress in inclusive education, ensuring the right to quality education for all. In mathematics education, this process presents specific challenges, as the subject requires skills that can be affected by ASD characteristics, such as communication, social interaction, and cognitive flexibility. This study investigates pedagogical strategies that promote mathematics teaching for children with ASD, fostering inclusive practices and respecting their unique learning profiles. The research raises important questions, such as the quality of mathematics education for students with disabilities, the challenges of inclu sion, and the preparedness of teachers. It is justified by the need to promote equitable and effective education, emphasizing the creation of a learning environment that enhances the logical and critical development of children with ASD. This approach highlights the im portance of discussing and applying inclusive practices that make mathematics accessible and meaningful to all students.