Students with Autism Spectrum Disorder and Didactic Situations Involving Mathematics: A Case Study
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | |
Tipo de documento: | Capítulo de livro |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.1007/978-3-030-11518-0_20 http://hdl.handle.net/11449/240448 |
Resumo: | Autism is defined as one of the neurodevelopmental disorders, characterized by difficulties in reciprocal social communication and social interaction. Starting from the recognition of the characteristics of people with autism and the attention to how these characteristics are inserted in the process of teaching and learning mathematics, we assume as a guiding question of the study presented here: How do students with autism deal with didactic situations involving mathematics? To pursue this issue, the research was developed in a qualitative way through a case study of a seven-year-old student with autism, named here as Student A. The empirical data were produced through video records and written notes taken during activities in a public school in the city of São Paulo in the year of 2015. An analysis was performed through a triad of elements that enabled the identification of significant scenes: Student A’s individual conditions, the proposed tasks and the researchers’ observations. As a result, the study presents and discusses specific ways in which students with autism deal with didactic situations involving mathematics, which were categorized into five characteristic elements (response disposition, unconventional communication, own way of reasoning, constitution of valid resources and visual-manual scanning) and motivating elements, which in turn are resources with the potential to motivate Student A to interact with the environment. These elements, when known by mathematics teachers, can help them in the school dynamics of teaching and learning by enabling a better didactic planning that has as its cornerstone the differences presented in the classroom. |
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Students with Autism Spectrum Disorder and Didactic Situations Involving Mathematics: A Case StudyAutismCase studyInclusionInclusive educationSpecial educationAutism is defined as one of the neurodevelopmental disorders, characterized by difficulties in reciprocal social communication and social interaction. Starting from the recognition of the characteristics of people with autism and the attention to how these characteristics are inserted in the process of teaching and learning mathematics, we assume as a guiding question of the study presented here: How do students with autism deal with didactic situations involving mathematics? To pursue this issue, the research was developed in a qualitative way through a case study of a seven-year-old student with autism, named here as Student A. The empirical data were produced through video records and written notes taken during activities in a public school in the city of São Paulo in the year of 2015. An analysis was performed through a triad of elements that enabled the identification of significant scenes: Student A’s individual conditions, the proposed tasks and the researchers’ observations. As a result, the study presents and discusses specific ways in which students with autism deal with didactic situations involving mathematics, which were categorized into five characteristic elements (response disposition, unconventional communication, own way of reasoning, constitution of valid resources and visual-manual scanning) and motivating elements, which in turn are resources with the potential to motivate Student A to interact with the environment. These elements, when known by mathematics teachers, can help them in the school dynamics of teaching and learning by enabling a better didactic planning that has as its cornerstone the differences presented in the classroom.Pontifícia Universidade Católica de São Paulo, São PauloUniversidade Estadual Paulista, São PauloUniversidade Estadual Paulista, São PauloPontifícia Universidade Católica de São PauloUniversidade Estadual Paulista (UNESP)Viana, Elton de AndradeMiarka, Roger [UNESP]2023-03-01T20:17:32Z2023-03-01T20:17:32Z2019-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bookPart315-332http://dx.doi.org/10.1007/978-3-030-11518-0_20Inclusive Mathematics Education: State-of-the-Art Research from Brazil and Germany, p. 315-332.http://hdl.handle.net/11449/24044810.1007/978-3-030-11518-0_202-s2.0-85133997887Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengInclusive Mathematics Education: State-of-the-Art Research from Brazil and Germanyinfo:eu-repo/semantics/openAccess2023-03-01T20:17:32Zoai:repositorio.unesp.br:11449/240448Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T14:06:03.279298Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Students with Autism Spectrum Disorder and Didactic Situations Involving Mathematics: A Case Study |
title |
Students with Autism Spectrum Disorder and Didactic Situations Involving Mathematics: A Case Study |
spellingShingle |
Students with Autism Spectrum Disorder and Didactic Situations Involving Mathematics: A Case Study Viana, Elton de Andrade Autism Case study Inclusion Inclusive education Special education |
title_short |
Students with Autism Spectrum Disorder and Didactic Situations Involving Mathematics: A Case Study |
title_full |
Students with Autism Spectrum Disorder and Didactic Situations Involving Mathematics: A Case Study |
title_fullStr |
Students with Autism Spectrum Disorder and Didactic Situations Involving Mathematics: A Case Study |
title_full_unstemmed |
Students with Autism Spectrum Disorder and Didactic Situations Involving Mathematics: A Case Study |
title_sort |
Students with Autism Spectrum Disorder and Didactic Situations Involving Mathematics: A Case Study |
author |
Viana, Elton de Andrade |
author_facet |
Viana, Elton de Andrade Miarka, Roger [UNESP] |
author_role |
author |
author2 |
Miarka, Roger [UNESP] |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo Universidade Estadual Paulista (UNESP) |
dc.contributor.author.fl_str_mv |
Viana, Elton de Andrade Miarka, Roger [UNESP] |
dc.subject.por.fl_str_mv |
Autism Case study Inclusion Inclusive education Special education |
topic |
Autism Case study Inclusion Inclusive education Special education |
description |
Autism is defined as one of the neurodevelopmental disorders, characterized by difficulties in reciprocal social communication and social interaction. Starting from the recognition of the characteristics of people with autism and the attention to how these characteristics are inserted in the process of teaching and learning mathematics, we assume as a guiding question of the study presented here: How do students with autism deal with didactic situations involving mathematics? To pursue this issue, the research was developed in a qualitative way through a case study of a seven-year-old student with autism, named here as Student A. The empirical data were produced through video records and written notes taken during activities in a public school in the city of São Paulo in the year of 2015. An analysis was performed through a triad of elements that enabled the identification of significant scenes: Student A’s individual conditions, the proposed tasks and the researchers’ observations. As a result, the study presents and discusses specific ways in which students with autism deal with didactic situations involving mathematics, which were categorized into five characteristic elements (response disposition, unconventional communication, own way of reasoning, constitution of valid resources and visual-manual scanning) and motivating elements, which in turn are resources with the potential to motivate Student A to interact with the environment. These elements, when known by mathematics teachers, can help them in the school dynamics of teaching and learning by enabling a better didactic planning that has as its cornerstone the differences presented in the classroom. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-01-01 2023-03-01T20:17:32Z 2023-03-01T20:17:32Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/bookPart |
format |
bookPart |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.1007/978-3-030-11518-0_20 Inclusive Mathematics Education: State-of-the-Art Research from Brazil and Germany, p. 315-332. http://hdl.handle.net/11449/240448 10.1007/978-3-030-11518-0_20 2-s2.0-85133997887 |
url |
http://dx.doi.org/10.1007/978-3-030-11518-0_20 http://hdl.handle.net/11449/240448 |
identifier_str_mv |
Inclusive Mathematics Education: State-of-the-Art Research from Brazil and Germany, p. 315-332. 10.1007/978-3-030-11518-0_20 2-s2.0-85133997887 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Inclusive Mathematics Education: State-of-the-Art Research from Brazil and Germany |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
315-332 |
dc.source.none.fl_str_mv |
Scopus reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
_version_ |
1808128315366572032 |