INCLUSÃO NA EDUCAÇÃO MATEMÁTICA: O PENSAMENTO CRIATIVO DE ALUNOS COM TRANSTORNO DO ESPECTRO AUTISTA

Abstract

Evidences of creative thinking of students with Autism Spectrum Disorder (ASD) are presented when they solve open mathematical problems with their peers with Typical Development (TD). The aim is to highlight the peculiar way in which they put their mathematical thoughts into action, presenting creative solutions and original ways of processing information and producing ideas when working in a group. With these analyses, we intend to demonstrate that, when thinking mathematically in a different way than students with TD usually think, these subjects are capable of presenting original and, therefore, very creative answers. The text thus signals that the teacher needs to transform math classes into spaces for sharing ideas, creating times for analysis and communication of solutions and exploring their development possibilities and helping to overcome difficulties.

Keywords: Creativity in mathematics. Inclusive mathematics education. Autism.