Nowadays, inclusive education presents itself as a great challenge in the teaching and learning relationships of several subjects, including mathematics. In this sense, it is important to reflect and investigate approaches that contribute to inclusive practices and how they are used in the classroom in order to understand the positive and negative aspects and also to think and research on possible interventions and/or adaptations that contribute to the educational process in this perspective. Based on the above, this work, which is a case study, aimed to investigate the approaches used by mathematics teachers in a public school in Belém do Pará regarding the teaching and learning of students with Autism Spectrum Disorder (ASD). The results point to the use, by the investigated teachers, of few approaches for teaching and learning of students with ASD due to the lack of proper training, lack of infrastructure, lack of auxiliary professionals and lack of family communication. It is hoped that this work contributes to reflections about the process of teaching and learning mathematics for students with ASD and the importance of means to improve educational relationships for students with special educational needs.
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