Uma caracterização de atividades de livros didáticos do 6º ano relacionados a números e operações para alunos com transtorno do espectro autista (TEA)

• Autor(a) principal: Santana Filha, Lígia
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/12464
• topic: Transtorno do Espectro Autista (TEA); Livro didático de matemática; Números; Operações; Ensino de matemática; Estudo de matemática; Aritmética; CIENCIAS HUMANAS::EDUCACAO

In this text is introduced the result of a research whose objective was to characterize didactic activities related to the contents “Numbers and Operations” present in didactic books (DB) in the light of the specificities of learning of the students with Autistic Spectrum Disorders (ASD). To comprehend the specificities of the ASD, authors such as Silva, Gaiato e Reveles (2012), Cunha (2011), APA (2014) and Grandin (2016) were adopted. And for the development of the research were examined the works of Fontelles (2012), Takinaga (2015), Cardoso (2016) and Viana (2017), identified in the Digital Library of Thesis and Dissertation-DLTD. Based on the examinations the these Works, a table of attributes related to especificities of the person with ASD was built relating mathematical activities in particular, the “Numbers and Operations”. From the criteria established through the research examined activities of the textbooks cited by Silva (2018) were characterized as being the most used for schools of Sergipe education state network of Aracaju city included in the PNLD (2017), namely e Mathematic- Bianchini, Mathematic Comprehension and practice and Willingness to know Math. From this characterization it can be inferred that the activities have much more attributes to be worked with neurotypical students and a small quantity have atributes that accept the specificities of students with ASD. It was possible to infer that the teacher’s manual of the examined collections lack suggestions that help the teacher to establish strategies to work activities with students with ASD. It was evidenced, even in textbook fractions of direct language content with few details that can help autistic students more efficiently. Activities with close expressivity were also identified and through it’s statement with objectivity, brevity and distinction, it would be susceptible to be worked with students with ASD, beyond other activities that show potential to work with this audience, since these activities undergo minor adjustments by the teacher.