The study focuses on the theme of Inclusive Education and aims to analyze the teaching
and learning of Mathematics for students with autism spectrum disorder - ASD. For this,
it addresses the concepts of inclusive education, TEA, characteristics of the autistic
student and also the mathematical approach for these students, focusing on dyscalculia. The qualitative research carried out is of the literature review type. It was possible to
verify, according to the relevant literature, that there is a great difficulty for teachers and
others involved in schools to teach Mathematics to this part of the population. Faced
with alternative didactics, methodologies that consider the limits and difficulties of these
students and with the use of games, it becomes possible for students with ASD to
understand Mathematics and assimilate the content in an adequate way, being able to
take it into life.
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