DESENVOLVIMENTO DO PENSAMENTO COMPUTACIONAL NO ENSINO DE MATEMÁTICA COM ESTUDANTES AUTISTAS

Abstract

Throughout the teaching career, the teacher has contact with several students, when considering the specificities of each individual, it is up to the teacher and the school to be prepared for possible diversities. According to current research, the number of children diagnosed with Autistic Spectrum Disorder (ASD) has grown significantly, which may have, for the most part, characteristics of difficulty in the areas of communication, behavior and social interaction. In this sense, it is considered that Computational Thinking (CT) has the potential to develop four extremely important dimensions in the student, in the context of teaching Mathematics, as well as in life, they are: Decomposition Pattern Recognition, Abstraction and Algorithm. However, the concept of CP is not clearly described in the Common National Curricular Base, being vaguely addressed in the guidelines for teachers. In view of this, the following question is guided: In what ways can a pedagogical approach based on the CT contribute to autistic students? Thus, as a general objective, this research aimed to investigate the contributions of a pedagogical approach based on the CT with autistic students. To this end, a proposal was established for a pedagogical approach based on the PC with two autistic students of moderate level, rooted in the methodology of the Exploratory Approach, following the class model in three phases, through seven unplugged activities, involving mathematical themes: Polyhedrons, Distance Between Two Points and Complex Numbers. As a result, it was possible to perceive that the students used, at least, one of the dimensions for the resolution of the proposed activities, mainly, in the phase of the autonomous work, as well as, it was noticed that the exploratory tasks instigated the students to create and justify strategies own resolution through questions asked by the researcher.