Autism Spectrum Disorder and Mathematics Education: Possibilities with Students from Elementary School

Abstract

This work seeks to understand the contributions to the development of students with Autistic Spectrum Disorder from elementary school promoted by their engagement with mathematics pedagogical activities using digital technologies, along with teacher mediation. The research data were produced from video records and notes of meetings with two students with Autistic Spectrum Disorder, and notes of weekly meetings with their regular classroom teachers. These students were included in different regular schools and were in the initial process of literacy and beginning their contact with school mathematics. During 20 weekly meetings, pedagogical activities were developed related to mathematics in a learning environment based on digital technologies in a one-to-one setting. In this chapter, we discuss the results related to two themes, constructed through data analysis: concentration and interest, and dealing with frustrations. We conclude that the development of a pedagogical work with digital technologies, along with teacher mediation, can favour the practice of inclusive actions so that the singularities of the students with Autistic Spectrum Disorder do not became reasons for their exclusion in the school environment.