TEACHING BASIC ARITHMETIC OPERATIONS THROUGH GAMES TO A STUDENT WITH AUTISM SPECTRUM DISORDER (ASD)

Abstract

This article presents a segment of a master's research that discusses the importance of inclusive education in pedagogical practices aimed at children with Autism Spectrum Disorder (ASD). The study was conducted with a 5th-grade class at “Aprender Mais” Municipal School, located in Canaã dos Carajás – PA, Brazil. Using a qualitative approach, the investigation analyzed the cognitive processes of a student with ASD—referred to fictitiously as Sara—through games and activities involving manipulative materials, in the context of learning arithmetic operations. Over the course of 13 lessons, progress was observed in skills such as motor coordination, attention, oral expression, cooperation, and logical reasoning. The findings supported the development of a didactic guide containing proposals for games and manipulative resources, aiming to enrich inclusive teaching practices and enhance the mathematical learning of students with ASD.