O ensino de fração para crianças com Transtorno do Espectro Autista (Tea) no 4ª ano do fundamental I em uma escola de Parintins

Abstract

This work is the conclusion of the Degree in Pedagogy at the State University of Amazonas – UEA – Centro de Estudos Superiores de Parintins/CESP – UEA. Its theme is “Teaching fractions for children with autism spectrum disorder (ASD) in the 4th year of elementary school at a school in Parintins”. The interest in the topic arose due to having worked for a few years with children with ASD in the municipal network of the city of Parintins-Am. To this end, the research had as its general objective, to analyze the difficulties of Elementary School I teachers in working on activities with fractions with students with Autism Spectrum Disorder in a school in Parintins.The investigation of the theme was theoretically based on the thinking of authors such as Stainback and Stainback (1999), Bertoni (1994), Nunes and Bryant (1997), who bring studies focused on the inclusion and teaching of fractions, and several other authors who address on the topic, which provides assistance to teachers in teaching and learning for students with ASD, the Diagnostic Manual of Mental Disorders – DSM V was also used, which provides classifications on ASD. The investigation of the theme was theoretically based on the thinking of authors such as Stainback and Stainback (1999), Bertoni (1994), Nunes and Bryant (1997), who bring studies focused on the inclusion and teaching of fractions, and several other authors who addresses on the topic, which provides assistance to teachers in teaching and learning for students with ASD, the Diagnostic Manual of Mental Disorders – DSM V was also used, which provides classifications on ASD. The methodology used for the production of this work is of a bibliographic nature seeking possible answers to the phenomenon investigated, resorting to the procedures through a qualitative research, of exploratory character, seeking to interpret the facts to which they made us perceive the way that the professionals act in the areas that are inserted, and how they teach the student with ASD in fraction classes for the teaching of mathematics, their difficulties and means they use to acquire students' knowledge. It is expected that the inclusion of the student with ASD in the classes of the study of fractions for the teaching of mathematics is carried out in order to ensure equity in their educational process.