O emergir da educação matemática com significado e sentido para o conceito de numeração matemática para os alunos com TEA Transtorno do Espectro Autista no quarto ano do ensino fundamental

Abstract

The growing number of diagnoses of people with Autism Spectrum Disorder (ASD), in the search for understanding, management and understanding how the autistic person learns, elucidates the interest of different professionals not only in how to proceed from the clinical diagnosis, but also to know how the teaching-learning process occurs. In the area of mathematics education for students with ASD, although in the last five years we have found some scientific publications in the field, this study is still necessary, given the large number of mathematics education for students with ASD, although in the last five years we have found some scientific publications in the field, this study is still necessary, given the large number of diagnoses, the diversity and variability of the spectrum, which is considered complex. In this context, the inclusion process has been a challenge both for people with Autism Spectrum Disorder, in different spaces, not only to meet basic needs, but also so that they can develop individually and collectively, envisioning autonomy, and for the teachers who receive them. This research aims to contribute to understand the Concept of Mathematical Numeracy for Students with ASD-Autism Spectrum Disorder in the fourth year of Elementary School, identifying how collaborative and intersectoral work occurs in the care of people with ASD, elucidating the phenomenon and the factors that are interrelated in order to enable a systemic view. Thus, the importance of this research for obtaining and scientific understanding with regard to this process of mathematics education is considered, more specifically, the concept of mathematical numeracy of students with ASD. The research will take place at the Dr. Danilo Rolim de Moura Autistic Care Center in the city of Pelotas-RS, being developed from the exploratory-descriptive methodology with application of data collection instruments, to the teachers of the Specialized Educational Service, of the research students, at the Autistic Care Center, and the family, to the guardians of these students.