Matemática e autismo: sequência didática e estratégias para trabalhar frações de forma inclusiva

Abstract

The teaching of fractions to students with Autism Spectrum Disorder (ASD) represents a growing pedagogical challenge in basic education, as well as an urgent need given the increasing number of autistic students in mainstream schools in Brazil, according to data from the 2023 School Census. In this context, this study aims to develop a didactic sequence adapted to meet the needs of students with ASD, taking into account their cognitive and behavioral particularities, especially in the teaching of fractions in mathematics. The methodology adopted is qualitative in nature, with a bibliographic and documentary approach, based on the analysis of documents such as legislation and public policies, including the Brazilian Inclusion Law (Law No. 13.146/2015) and the Berenice Piana Law (Law No. 12.764/2012). The research seeks to portray how the concept of ASD has evolved over time, from Kanner’s initial definitions (1943) to the current classification in the DSM-5, and how these changes impact teaching practices. By analyzing legislative advances and educational practices, the study proposes specific didactic strategies aligned with the needs of these students. The focus is on making the learning of fractions more accessible and effective, promoting equity in the school environment and contributing to the development of a more inclusive, humane, and accessible mathematics education for students with ASD.