Teachers’ Perspectives on Teaching Mathematics to Students with Autism

Abstract

This article presents the result of a research that aimed to study the perspectives of teachers of mathematics teaching to students with autistic spectrum disorder (ASD) included in regular classrooms. This phenomenological research adopted the semi-structured interview as an instrument for data production and the Atlas.ti software to organize, codify and categorize the information. As a result, it was found that teachers’ perspectives on teaching mathematics to students with ASD are closely linked to the recognition of the specific characteristics of this disorder and the deficits in executive functions. This study also allowed to know some actions that participant teachers took to support the inclusion of their students with ASD within the mathematics class in the regular classroom.