PEDAGOGICAL PRACTICES FOR TEACHING MATHEMATICS TO AUTISTIC STUDENTS WITH DIGITAL TECHNOLOGIES
Teaching. Digital Inclusion. Autism. Pedagogical Training.
This work aims to investigate the pedagogical practices related to the teaching of mathematics to basic education students with Autism Spectrum Disorder (ASD), mediated by the use of digital technologies from an online training. The research methodology adopted has a qualitative approach and is characterized as applied nature and exploratory objective. As procedures were used the Bibliographic Research, conducted by concepts of Systematic Literature Review on works published in the period from 2009 to 2019, and a pedagogical training provided to mathematics teachers in the online Distance Education modality, in which the data were produced. Data analysis employed qualitative meta-synthesis applying triangulation of the data obtained as a strategy. The theoretical foundation is based on concepts related to the use of digital technologies in an activity system and in teaching mathematics to autistic students. As a result, this work can identify the digital technologies currently most used in pedagogical practices for teaching mathematics to autistic students, being they smartphone applications followed by digital platforms and computer software, bring reflections for the knowledge of autism to education professionals and the community, among them the understanding of the behavior of neurodiverse, breaking paradigms and prejudices provided by an online pedagogical training.