INVENTORY OF THESES AND DISSERTATIONS ON THE MATHEMATICS TEACHING AND LEARNING PROCESS FOR STUDENTS WITH ASD (2000-2020)

• Autor(a) principal: Almeida, José Carlos de
• Data de Publicação: 2023
• Outros Autores: Uliana, Márcia Rosa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• DOI: 10.26571/reamec.v11i1.15123
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/15123
• topic: Autistic Spectrum Disorder; Mathematics Education; Inclusion; Trastorno del espectro autista; Educación Matemática; Inclusión; Transtorno do Espectro Autista; Educação Matemática; Inclusão

This study aimed to inventory and analyzed theses and dissertations, defended in Brazil from 2000 to 2020, which investigated the process of teaching and learning mathematics for students with Autistic Spectrum Disorder (ASD). To this end, a bibliographic survey was carried out on the Sucupira Platform and on the Brazilian Digital Library of Theses and Dissertations (BDTD), listing 27 theses and dissertations that addressed this theme. Data were analyzed based on Content Analysis techniques. After selection and reading, the most discussed topics in these surveys were categorized and subcategorized. From this, 04 (four) categories of analysis emerged: C1: Process of in/exclusion experienced by students with ASD in mathematics activities; C2: Training and performance of teachers in the educational process of students with ASD; C3: Methodologies/didactic strategies adopted in the teaching and learning process of students with ASD; C4: Development of students with ASD in the process of teaching and learning mathematics. In short, from the discussions carried out, it was noticed that the inventoried research pointed out that the student with ASD is capable of learning mathematics as long as their characteristics, abilities, specificities and difficulties are understood and respected. They also pointed out that curriculum adaptation, school community articulation, mediation and continued teacher training, in addition to methodological possibilities such as learning through games, manipulative materials and digital technologies and Problem Solving were some of the signs identified as guidelines for inclusion.