Realidade aumentada na educação matemática: promovendo a inclusão de estudantes com Transtorno do Espectro Autista

Abstract

The inclusion of students with Autism Spectrum Disorder (ASD) in regular classrooms has intensified in recent years. Although supported by Brazilian legislation, this inclusion still faces challenges in being effectively implemented, especially with regard to access to the curriculum with the necessary adaptations. Mathematics, often perceived as a complex subject, can pose additional barriers for students with ASD. In this context, Inclusive Mathematics Education emerges as a powerful pedagogical alternative by recognizing students’ individual differences and offering strategies that promote their learning.This study aimed to identify and evaluate the contributions of Augmented Reality (AR) in teaching Spatial Geometry to students with ASD. Using a qualitative approach grounded in the Design Science Research (DSR) methodology, the study developed a Digital Educational Resource (DER) called “Ana e Pingo,” structured into three animated videos integrated with the Sólidos RA application. The DER was evaluated in two stages: by researchers in the field of Inclusive Education and by support teachers, and it was also applied in a case study with four students with ASD.The results showed that the use of AR significantly contributed to the visualization of abstract concepts such as vertices, faces, and edges, promoting greater student engagement, attention, and understanding. The interaction between the virtual and real environments proved effective in making learning more concrete, accessible, and meaningful. The DER proved to be a viable, free, and adaptable resource for different school contexts, reinforcing the role of technology as an ally of inclusion in Mathematics Education.As the Educational Product of this research, the manual “TEARA – Inclusion in the Palm of Your Hand” was developed and validated. The manual provides guidance on the use of a Digital Educational Resource as a strategy to support the teaching and learning of Spatial Geometry for students with Autism Spectrum Disorder.