This dissertation presents a didactic proposal for teaching Concepts of Potentiation and
Radication of Natural Numbers applied in a regular teaching room from the sixth year of
Elementary School, so that it can meet the particularities of students and autistic students,
using the Methodology of Teaching-Learning-Evaluation, through Problem Solving,
following the steps of the teaching script proposed by Allevato and Onuchic (2014), thus
contemplating the fundamental principle of Education for All. This research, with regard to its
nature is totally theoretical, and aimed to propose the Problem Resolution Methodology,
developed by Allevato and Onuchic (2014), in the teaching of Potentiation and Radiciation, in
a regular teaching room. This research presents a qualitative approach, in the pedagogical
research modality, developed through a bibliographic research. The considerations presented
here are neither unique nor definitive, as is characteristic of qualitative research. In the
educational field, this work aims to encourage reflection and professional improvement of
teachers in relation to Inclusive Mathematics Teaching, and shows itself as a possibility for
the teaching of Potentiation and Radiciation, in order to contribute to the construction of the
knowledge and autonomy of students and autistic students.
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