<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602024000100236</article-id>
<article-id pub-id-type="doi">10.24065/re.v14i1.2739</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ENSINO DE MATEMÁTICA PARA ESTUDANTES COM AUTISMO DO 3º ANO DO ENSINO FUNDAMENTAL]]></article-title>
<article-title xml:lang="en"><![CDATA[THE TEACHING OF MATHEMATICS FOR 3RD GRADE ELEMENTARY STUDENTS WITH AUTISM]]></article-title>
<article-title xml:lang="es"><![CDATA[ENSEÑANZA DE MATEMÁTICAS A ALUMNOS CON AUTISMO EN 3º DE PRIMARIA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendes]]></surname>
<given-names><![CDATA[Marcelo Jamyson de Paulo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vasconcelos]]></surname>
<given-names><![CDATA[Karla Colares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cavalcante]]></surname>
<given-names><![CDATA[Larisse Amorim]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UENP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Roraima do curso de Educação  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Biologia na rede estadual de Roraima e atualmente docente da rede Municipal de Bonfim  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>14</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602024000100236&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602024000100236&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602024000100236&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo, pretende tecer importantes reflexões ao investigar o uso do ensino da matemática para estudantes com Transtorno do Espectro Autista (TEA). O objetivo geral foi investigar como professores do 3º ano do Ensino Fundamental ensinam a aritmética no ensino da Matemática para estudantes com autismo. A base teórica concentra-se nos conceitos principais de Educação Especial, com uma perspectiva inclusiva, e no ensino da Matemática para estudantes com deficiência para ensinar Matemática às crianças com TEA. Os estudos fundamentam-se em autores como Almeida (2018), Bersch (2013; 2017), Camargo (2020), Lopes et al. (2012), Mantoan (1997; 2015), Mazzotta (2011), Oliveira (2016), Sassaki (2009) e Viana e Manrique (2019). Para orientar os procedimentos de coleta de registros, optou-se pela pesquisa de campo de cunho qualitativo. Para a análise dos dados, foi utilizada a Análise de Conteúdo, proposta por Bardin (1977). Os resultados incluiram a identificação das percepções e atitudes dos docentes à descrição de suas práticas educativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study aims to provide important reflections when investigating the use of mathematics teaching for students with Autism Spectrum Disorder (ASD). The general objective was to investigate how teachers in the 3rd year of Elementary School teach arithmetic when teaching Mathematics to students with autism. The theoretical basis focuses on the main concepts of Special Education, with an inclusive perspective, and teaching Mathematics to students with disabilities to teach Mathematics to children with ASD. The studies are based on authors such as Almeida (2018), Bersch (2013), Camargo (2020), Lopes et al. (2012), Mantoan (1997; 2015), Mazzotta (2011), Oliveira (2016), Sassaki (2009) and Viana and Manrique (2019). To guide the record collection procedures, qualitative field research was chosen. To analyze the data, Content Analysis, proposed by Bardin (1977), will be used. The results included the identification of teachers' perceptions and attitudes the description of their educational practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio pretende tejer reflexiones importantes a la hora de investigar el uso de la enseñanza de las matemáticas en estudiantes con Trastorno del Espectro Autista (TEA). El objetivo general es investigar cómo los profesores de 3º de Educación Primaria enseñan aritmética en la enseñanza de las Matemáticas a alumnos con autismo. La base teórica se centra en los principales conceptos de la Educación Especial, con una perspectiva inclusiva, y en la enseñanza de las Matemáticas a los alumnos con discapacidad para enseñar las Matemáticas a los niños con TEA. Los estudios se basan en autores como Almeida (2018), Bersch (2013; 2017), Camargo (2020), Lopes et al. (2012), Mantoan (1997; 2015), Mazzotta (2011), Oliveira (2016), Sassaki (2009) y Viana y Manrique (2019). Para orientar los procedimientos de recolección de registros, se optó por una investigación cualitativa de campo. Para el análisis de los datos se utilizó el Análisis de Contenido, propuesto por Bardin (1977). Los resultados incluyeron la identificación de las percepciones y actitudes de los docentes la descripción de sus prácticas educativas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autismo]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Educação Básica]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="en"><![CDATA[Autism]]></kwd>
<kwd lng="en"><![CDATA[Teaching Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Basic Education]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="es"><![CDATA[Autismo]]></kwd>
<kwd lng="es"><![CDATA[Didáctica de las Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Educación básica]]></kwd>
<kwd lng="es"><![CDATA[Educación especial]]></kwd>
<kwd lng="es"><![CDATA[Inclusión]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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