This research seeks to analyze how playful practices can contribute to the teaching of
Mathematics to students with Autism Spectrum Disorder in Elementary School. More
specifically, it seeks to identify the pedagogical practices of Mathematics teachers for
students with Autism Spectrum Disorder, to understand the teachers' conceptions
about teaching for these students, as well as to theoretically discuss the implications
of using this didactic tool. The study has a qualitative approach, in which a field and
bibliographic research was developed. The field research was carried out in two
schools, one public and the other private, in which questionnaires were applied to four
Mathematics teachers from Elementary School. The results and analyzes show that
many mathematics professionals, mostly, because they do not have specific training
to teach autistic students, have numerous difficulties to teach their different contents
and that they need to work through different strategies. In this context, playful practices
are significant activities that provide these students with a greater participation in the
teaching and learning process.
|
