Atividades lúdicas no ensino da matemática para alunos com transtorno do espectro autista do ensino fundamental

Abstract

This research seeks to analyze how playful activities aimed at teaching mathematics can contribute to the development of students with Autism Spectrum Disorder in Elementary School. Identifying the playful pedagogical mathematics activities developed by special education and mathematics teachers aimed at students with Autism Spectrum Disorder. Understand teachers' views on this type of teaching for autistic students, as well as theoretically debate the implications of using playful activities as teaching. The present study is focused on a qualitative approach, in which field and bibliographic research were developed. The field research was carried out in one schools in the Municipal Public network in the city of Barras - PI, where questionnaires were administered to special education teachers and elementary school mathematics teachers. The results report that many Mathematics teachers, as they do not have specific training aimed at teaching autistic students, had difficulties teaching their content and that they therefore seek alternatives or strategies to be able to pass on their mathematical knowledge so that autistic students can understand and in this context, recreational activities become a means of great relevance as they provide these students with greater participation in the teaching and learning process, consequently a greater retention of the contents passed on by the teacher.