Ensino de matemática para estudantes com transtorno do espectro autista nos anos iniciais do ensino fundamental: uma investigação com aporte em representações semióticas

Abstract

This research aimed to investigate pedagogical practices of teachers referenced in the Theory of Semiotic Representation Records (TRRS), applied to students with Autistic Spectrum Disorder (ASD) with difficulties in learning Mathematics contents in the early years of the first cycle of Education Elementary (1st and 2nd years), in a state public school located in the Municipality of São Luis - Maranhão. This is a qualitative research. The research procedure method adopted was the instrumental case study, having as participants multipurpose teachers, licensed in Pedagogy and who work with the teaching of Mathematics in the early years of Elementary School. The corpus was obtained through activities developed by students with ASD, involving addition operations with natural numbers. The main instruments used for data collection were the written record of the activities carried out by the students, interviews and a questionnaire applied to the teachers, and photographs. The main reference for the analysis of the research corpus was the theory of Register of Semiotic Representation by Duval (2007, 2009, 2013) and Neres (2016). The results revealed that, in activities with treatment of numerical records, students performed well. This led to the conjecture that understanding for problem solving depends on a series of elements, such as mastery of reading and interpreting statements, and knowing how to use different semiotic registers to represent operational procedures in solving problems that must be considered by the teacher who serves students with ASD at the time of preparation of activities. The research reveals that TRRS contributed to the development of mathematical skills, thus facilitating learning.