The present research has as main focus the inclusion of students with Autism Spectrum Disorder
for the teaching of Mathematics. The research problem is how the teaching practice has been
approached in the researches that discuss the teaching of Mathematics for students with Autism
Spectrum Disorder (ASD)? The objective of this work is to understand the teaching practices
of mathematics in theses and dissertations already produced on the subject of Special and
Inclusive Education for students with Autism Spectrum Disorder (ASD). For the composition
of this study, a qualitative bibliographic research was carried out, where a survey and mapping
was carried out in the catalog of theses and dissertations of the Coordination for the
Improvement of Higher Education Personnel (CAPES), with a time frame from 2017 to 2021.
The work is divided into six parts, being, introduction, methodology, theoretical framework,
results and analysis, final considerations and references. Through the analyzes carried out, it
was possible to understand which inclusive mathematics teaching practices that the authors
bring to the student with ASD. These practices are the use of pedagogical work with digital
technologies, the use of concrete subjects such as racing games, memory, puzzles, counting and
collages with mathematical content. And also the use of writing and family participation.
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