JOGOS MATEMÁTICOS:RECURSOS POTENCIALIZADORES DA APRENDIZAGEM DE ALUNOS COM TEA

Abstract

The teaching-learning process occurs in the face of complexities, typical of human nature and others emerging from different social contexts that are revealed through socioeconomic, cultural and political factors. The present study aims to reflect on mathematical games as resources that enhance the learning of students with ASD. Having the problem question: how do mathematical games as pedagogical resources enhance the learning of students with ASD? The methodological path is based on a qualitative approach, of the type of bibliographical and field research. The pedagogical resources developed involved games with concrete materials, which enabled student interaction with the mathematical concepts covered both in the regular classroom and in the AEE, thus providing diverse experiences in relation to mathematical teaching and learning. Therefore, mathematics plays an essential role, as it provides students with the ability to reason, count, reflect, think, imagine, create, as well as concentration and attention, stimulating self-esteem as they begin to trust themselves, relating better with the society in which it is inserted, since the teaching of mathematical concepts seeks to seek logical-mathematical cognitive development, providing opportunities for mental and intellectual growth and maturation. The experience and reflections exposed here do not end the debate on mathematical games as resources that enhance learning for students with ASD. Far from it, we believe that studies need to be continuous and permanent, both in initial and continuing training for professionals who work in education.