O pensamento computacional no ensino de matemática para estudantes com TEA: as produções acadêmicas no período de 2014 a 2024

Abstract

This research investigates how computational thinking in Mathematics education for students with autism spectrum disorder (ASD) is addressed in academic publications. The adopted methodology was bibliographic research, with data collected from Google Scholar between 2014 and 2024. Data analysis was conducted using Content Analysis, allowing observation of how the selected studies have structured activities aimed at students with ASD. Of the 86 works initially identified, only four met the research criteria, highlighting the scarcity of studies that articulate these three elements: ASD, Computational Thinking, and Mathematics Education. Despite the limited number of studies, pedagogical proposals were identified that emphasize the potential of computational thinking to make Mathematics education more accessible and inclusive. The activities presented show contributions to the development of logical reasoning, autonomy, and student engagement, especially when structured in an interactive and adaptive manner to meet their needs. It was also observed that familiarization with the materials and the activity environment enhances active student participation.