Caminhos digitais para o ensino de matemática inclusiva: potencialidades dos recursos educacionais digitais na aprendizagem de estudantes com transtorno do espectro autista (TEA)

Abstract

This dissertation investigates how Digital Educational Resources (DER) can enhance Mathematics teaching for students with Autism Spectrum Disorder (ASD) in the final years of Elementary School, taking into account their specific needs and promoting greater accessibility and engagement in learning. This is an applied research study with a qualitative approach and a case study design, conducted in a state school in Minas Gerais, Brazil, involving four students diagnosed with ASD. The methodological path was structured in five phases: theoretical framework and literature review, definition of mathematical content and selection of Digital Educational Resources, development of the didactic sequence, construction of data collection instruments, and implementation of the DER, accompanied by observations and audiovisual recordings. Data analysis revealed that DER contributed to increased autonomy, sustained attention, and student motivation, as well as to improved understanding of mathematical concepts, especially fractions and numerical equivalence, through interactive manipulation of visual and symbolic representations contained in the resources. It was also found that teacher mediation, combined with a predictable learning environment and the use of accessible digital tools, enhanced the development of both mathematical and social skills among participants. As an educational product, the e-book Traçando Caminhos (“Tracing Paths”) was developed for Basic Education teachers, gathering guidelines, pedagogical recommendations, and activity proposals for the use of DER in inclusive Mathematics teaching. This research concludes that Digital Educational Resources constitute effective instruments of pedagogical mediation when integrated into intentional and well-planned inclusive teaching practices.