Intervenção Colaborativa nas Aulas de Matemática: O processo de ensino e aprendizagem de um aluno com autismo

Abstract

Teaching and learning mathematics involve specific cognitive operations that are challenging in the context of inclusive education. This study aimed to analyze the mathematics teaching and learning process of a student with autism undergoing a collaborative intervention. This is a qualitative study that uses the microgenetic and the collaborative and critical action research methods. It was conducted within the regular school system, and the student with autism was followed up weekly for twelve months. Participant observation, collaborative work, and a field diary were used to collect and record data. The results show that, regardless of his diagnosis of autism, differentiated strategies and qualified mediation allow the student to build new structures, reorganizing the content he had previously learned; learn mathematical concepts; and develop higher mental functions. Finally, the collaborative work in the classroom allowed for the adequate planning of classes for the student and for the adaptation of strategies and methodologies, thus contributing to his inclusion in the school.