A utilização de recursos didáticos do professor de matemática como ferramenta no processo de ensino – aprendizagem de alunos com transtornos do espectro autista

Abstract

The study analyzed the main mathematical pedagogical resources, as well as their effectiveness in terms of teaching and learning for students with the autistic spectrum. In this sense, the teacher's role regarding the inclusion of students with autism involves acceptance, respect and recognition of diversity in the school environment, favoring more solid learning. Thus, the study analyzed extremely relevant factors about the characteristics of the autistic subject in order to emphasize that the reception is not enough, since an autistic student needs effective learning conditions to develop his potentialities, being necessary that the education systems organize themselves to ensure that teaching is successful. Thus, the basic objective was to analyze the importance of teacher training in the process of inclusion in the regular teaching network. And to achieve the objectives a bibliographical research was used, using articles, magazines and monographs and others. Teacher training is essential to promote the teaching of mathematics in an inclusive way. Teachers should be trained in inclusive pedagogical strategies and how to adapt the curriculum to meet the needs of all students.