O jogo como um recurso didático: uma perspectiva inclusiva para o ensino de números complexos

Abstract

The inclusion of people supported by Special Education, specifically those who have Autism Spectrum Disorder (ASD), has made education systems adopt new educational practices, always in search of methodologies that guarantee good quality teaching and learning. The purpose of this research was to create didactic games in an inclusive perspective that would contribute to the teaching of complex numbers and develop both mathematical and social skills. The content of complex numbers is abstract, which makes it difficult for the teacher to apply them in their daily practice. For the autistic student, this difficulty is even greater, as learning is facilitated when concepts are worked from palpable or material relationships. The methodology used was bibliographic research, with searches carried out in books, websites, documents and in the main databases (Scholar Google, ERIC, SciELO, CAPES Portal), related to the area of education, teaching Mathematics, Special Education and Autism Spectrum Disorder. This research brought pedagogical alternatives that can facilitate the teaching of complex numbers to autistic students and, consequently, bring benefits to other students, in addition, highlights the specificity of games about complex numbers, there is little evidence of games from of that mathematical content. Furthermore, because it is an inclusive perspective, its emphasis on research stands out, advancing in relation to the characteristics of the games, which can contribute to the teaching of Mathematics of these students finally, when proposed, lead to dynamism and greater motivation in the Mathematics classes from the contents of complex numbers.