Autismo e o ensino de potenciação e radiciação: um estudo a partir da resolução de problemas

Abstract

This dissertation presents a didactic proposal for teaching Concepts of Potentiation and Radication of Natural Numbers applied in a regular teaching room from the sixth year of Elementary School, so that it can meet the particularities of students and autistic students, using the Methodology of Teaching-Learning-Evaluation, through Problem Solving, following the steps of the teaching script proposed by Allevato and Onuchic (2014), thus contemplating the fundamental principle of Education for All. This research, with regard to its nature is totally theoretical, and aimed to propose the Problem Resolution Methodology, developed by Allevato and Onuchic (2014), in the teaching of Potentiation and Radiciation, in a regular teaching room. This research presents a qualitative approach, in the pedagogical research modality, developed through a bibliographic research. The considerations presented here are neither unique nor definitive, as is characteristic of qualitative research. In the educational field, this work aims to encourage reflection and professional improvement of teachers in relation to Inclusive Mathematics Teaching, and shows itself as a possibility for the teaching of Potentiation and Radiciation, in order to contribute to the construction of the knowledge and autonomy of students and autistic students.