Uso de material manipulativo para o ensino de números inteiros na sala de recursos multifuncionais

Abstract

In our master's research, we seek to contribute to the inclusion of students with Autism Spectrum Disorder (ASD) in mathematics education. Our challenge was to find strategies to work on basic mathematical concepts with these students. To this end, we researched the potential of using manipulative materials in mathematics teaching within multifunctional resource rooms. We developed a didactic sequence in this setting to foster the concept of integers, aiming to mediate its construction by students in the classroom, considering the difficulties they may face with mathematical abstraction. We conducted qualitative research through a single case study—a methodological approach involving a detailed investigation that provides a contextualized understanding of interaction events. By applying playful activities and various manipulative materials, we analyzed the impact of these interventions on student learning, aiming to highlight the importance of manipulatives as mediators in the construction of mathematical knowledge. Through this sequence, we sought to facilitate the understanding of the subject, demonstrating the necessity of integers using everyday situations and manipulative materials to ease the grasp of abstract mathematics. We analyzed the development of the activities by observing student interaction, seeking to identify whether the concepts were internalized. Our goal was to verify the potential of the developed sequence for learning integers and to evaluate manipulative materials as a mediation strategy for teaching these concepts to students with ASD in multifunctional resource rooms.