Possibilities in teaching planning to make mathematical knowledge accessible to students with autism spectrum disorder

Abstract

This article presents part of the analysis conducted in a study to indicate and substantiate possibilities for planning mathematics teaching in the initial years of basic education for students with autism spectrum disorder. Engeström’s activity theory guided the investigation as a theoretical and methodological tool, directing data organization and the design of the analyses. This qualitative study had activities prepared by teachers as its data source. The research revealed that, for the teaching process to effectively contribute to mathematics learning by students with autism spectrum disorder, elements that allow the planning of teaching activities based on the construction of meanings of the mathematical objects studied and the development of skills that precede them must be considered.