Uma proposta pedagógica lúdica com geometria para alunos com TEA no ensino médio

Abstract

The main objective of the research is to present a playful pedagogical proposal on geometry for teaching autistic students in the 1st year of high school. To this end, we first carried out a bibliographical research in the Annals of National Meetings of Inclusive Mathematics Education (ENEMI's), with the aim of understanding autism and its relationship with mathematics education. Throughout the bibliographical research, we used a qualitative approach and carried out a critical analysis of the 24 selected works, among which, the majority approached play as a mathematics teaching methodology. Subsequently, we built a pedagogical proposal with the aim of understanding how play helps in teaching geometry to autistic high school students. Finally, we found that this teaching could re-signify the mathematical curricular component as enjoyable; Furthermore, we show that through play, logical reasoning and geometric knowledge can be developed, stimulate social interaction and redirect the student's attention