OLIVEIRA, W. G.; OLIVEIRA, Willyane Gonçalves.
Résumé:
This course completion work (TCC) is a systematic review of the literature with a central theme, Teaching Mathematics for Autistic Students. We seek to contribute in the context of the literature of studies on inclusive education, autism and Mathematics teaching, where our general objective was to identify and analyze in a critical-reflective way how the methodological proposals for Mathematics Teaching for autistic students have been presented. For this, we carried out an exploratory action on the CAPES journal portal using the following selection and exclusion criteria: 1- Only articles from national journals; 2- Publication date between 2018 and 2022 and 3- That in its summary it was explicit that some methodological perspective was developed in Mathematics aimed at autistic students. Literature review articles, such as systematic or literature reviews, were excluded from our choice. We used the keywords: “Teaching Mathematics and Autism”; “Teaching Mathematics for Autistic Students” and “Teaching Mathematics and TEA”, the result, in number of articles, respectively, was 17, 11 and 14, with 11 and 14 being included in the 17. 07 (seven) articles, one from 2018, two from 2019, one from 2020, two from 2021 and one from 2022, which after our analysis we classified into: C1- Studies Relative to Teaching Concepts - A4 and A6, C2 - Studies with Activities Practices with Autistic Students - A1, A2 and A3 and A5 and C3 - Studies focused on understanding the specificities to promote the inclusion of autistic students - A7. From our systematic review it was possible to present an overview of these perspectives, which are currently configured in different foci, however we obtained the following: focus on investigating pedagogical practices, epistemological beliefs, methodological actions and other elements more directed to the exercise of teaching in contexts of inclusive education related to autistic students; focus on seeking to investigate learning processes of autistic students, whether with methodologies with technological resources or with activities such as experimental tests that gave conditions to reflect on possible activities effectively for the variety of students on the autistic spectrum and; focus on problematizing a context of inclusion based on discussions of public policies, official evaluations, extracurricular and extracurricular relationships with the participation of families in the learning process and necessary inclusion. Although we noticed a large gap in studies on Mathematics Teaching for autistic students, we hope that with this TCC we may have contributed to the complexity that is the universe of students with ASD, because we know that it is not so simple to develop efficient methods, due to the fact of each being unique and only living together in the classroom can enable conditions to find ways of teaching that can help them.
