Investigaciones sobre trastorno del espectro autista: un análisis de los procesos de enseñanza/aprendizaje de las matemáticas

Referencias

Acevedo-Rincón, J. P. (s. f.). Atención a la diversidad en el aula de matemáticas: estrategias usadas en tiempos retadores. Simposio internacional “Reflexiones alrededor de la educación: tiempos para re-pensar-nos”. (Sin publicar). Cali, Colombia. Acevedo-Rincón, J. P. (2018). Aprendizagens profissionais docentes do (futuro) professor de Matemática situadas em um estágio interdisciplinar [Tesis de doctorado]. Repositorio de la Universidade Estadual de Campinas. http://www.repositorio.unicamp.br/handle/REPOSIP/331960. Acevedo-Rincón, J. P. (2020). Spatial concepts in individualization, subjectivities and singularization processes. Journal of Physics: Conference Series, 1514(1), 012028. https://doi.org/10.1088/1742-6596/1514/1/012028 DOI: https://doi.org/10.1088/1742-6596/1514/1/012028 Acevedo-Rincón, J. y Flórez-Pabón, C. E. (2020). El trastorno del espectro autista en el ámbito universitario. En Memorias del Congreso Iberoamericano de Educación Divergente (pp. 63-80). México. Adcock, J. y Cuvo, A. J. (2009). Enhancing learning for children with autism spectrum disorders in regular education by instructional modifications. Research in Autism Spectrum Disorders, 3(2), 319-328. https://doi.org/10.1016/j.rasd.2008.07.004 DOI: https://doi.org/10.1016/j.rasd.2008.07.004 Almeida, R. M. D. F. (2012). O papel das tecnologias na aprendizagem da matemática em alunos com síndrome de asperger-estudo de caso [Tesis doctoral]. Faculdade de Ciências e Tecnología, Universidade Nova Lisboa. https://run.unl.pt/bitstream/10362/8948/1/Almeida_2012.pdf Alvarenga, A. M. y Telmo, B. B. (2012). Alunos especiais na contemporaneidade: aprendizagens no ensino da matemática. En I Encontro nacional- PIBID da escola do inverno da Educação matemática (EIEMAT). Universidade Federal de Santa Maria. http://w3.ufsm.br/ceem/eiemat/Anais/arquivos/PO/PO_Alvarenga_Andre.pdf American Psychiatric Association (apa). (2014). Guía de consulta de los criterios diagnósticos del dsm-5: Spanish Edition of the Desk Reference to the Diagnostic Criteria From dsm-5. American Psychiatric Publishing. DOI: https://doi.org/10.1176/appi.books.9780890425657 American Psychiatric Association (apa). (2018). Diagnostic and Statistical Manual of Mental Disorders. (5a. ed.). American Psychiatric Publishing. Arciniegas, H., Lizarazo, E. y Acevedo-Rincón, J. P. (2018). Autismo en el aula de matemáticas: la enseñanza del número y su representación. En X Simposio Nororiental de Matemáticas (pp. 10-14). Universidad Industrial de Santander. http://matematicas.uis.edu.co/xsimposio/sites/default/files/Memorias%20XSNM.pdf Artigas-Pallarès, J. y Paula, I. (2020). Del espectro autista a la constelación autista. Revista Medicina, 80(supl. ii), 21-25. https://www.medicinabuenosaires.com/revistas/vol80-20/s2/21.pdf Attwood, T. (2006). The complete guide to Asperger's syndrome. Jessica Kingsley Publishers. Bouck, E. C., Satsangi, R., Doughty, T. T. y Courtney, W. T. (2014). Virtual and concrete manipulatives: A comparison of approaches for solving mathematics problems for students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44(1), 180-193. https://doi.org/10.1007/s10803-013-1863-2 DOI: https://doi.org/10.1007/s10803-013-1863-2 Brito, S. C. C. y Geller, M. (2020). Recursos pedagógicos para as bases da aprendizagem matemática: um estudo envolvendo o transtorno do espectro autista. Revista Eletrônica de Educação Matemática (revemat), 15(1), 01-20. DOI: https://doi.org/10.5007/1981-1322.2020.e70267 Cihak, D. F. y Foust, J. L. (2008). Comparing number lines and touch points to teach addition facts to students with autism. Focus on Autism and Other Developmental Disabilities, 23(3), 131-137. https://doi.org/10.1177/1088357608318950 DOI: https://doi.org/10.1177/1088357608318950 Cihak, D. F. y Grim, J. (2008). Teaching students with autism spectrum disorder and moderate intellectual disabilities to use counting-on strategies to enhance independent purchasing skills. Research in Autism Spectrum Disorders, 2(4), 716-727. https://doi.org/10.1016/j.rasd.2008.02.006 DOI: https://doi.org/10.1016/j.rasd.2008.02.006 Chequetto, J. J. y Silva Gonçalves, A. F. (2019). Possibilidades no ensino de matemática para um aluno com autismo. Revista Eletrônica Debates Em Educação Científica E Tecnológica, 5(02), 206-222. https://doi.org/10.36524/dect.v5i02.110 DOI: https://doi.org/10.36524/dect.v5i02.110 Darretxe, L. y Sepúlveda, L. (2011). Educational strategies to address the educational needs of students with Asperger syndrome in the mainstream classroom. Electronic Journal of Research in Educational Psychology, 9(2). 870-892. http://www.investigacion-psicopedagogica.org/revista/articulos/24/english/Art_24_576.pdf Delabona, S. C. y Civardi, J. A. (2017). A mediação do professor e a aprendizagem de Geometria Plana por aluno com transtorno do espectro autista (síndrome de Asperger). Revista Polyphonía, 28(1), 157-174. https://doi.org/10.5216/rp.v28i1.43455 DOI: https://doi.org/10.5216/rp.v28i1.43455 De Lima Mainardes, A. C. T., Daniliszyn, L. y Baccon, A. L. P. (2016). Síndrome de asperger: reflexões para formação inicial de professores de matemática. Universidade Estadual de Ponta Grossa. https://sites.uepg.br/conex/anais/anais_2016/anais2016/1222-4794-1-PB-mod.pdf Luna, J. M. O. y Esquincalha, A. C. (2019). Tecnologia assistiva para o ensino do campo multiplicativo para autistas. En Anais do 1º Encontro Nacional de Educação Matemática Inclusiva (pp. 1-10). UFRJ.http://eventos.sbem.com.br/index.php/ENEMI/ENEMI2019/paper/view/946/1040. Do Nascimento, A. G. C. y Esquincalha, A. da C. (2019). Práticas de professores que ensinam matemática para alunos autistas: panorama dos artigos científicos brasileiros. En Encontro Nacional de Educação Matemática Inclusiva (pp. 1-12). Brasil. http://eventos.sbem.com.br/index.php/ENEMI/ENEMI2019/paper/viewFile/945/1038 Donaldson, J. B. y Zager, D. (2010). Mathematics interventions for students with high functioning autism/Asperger’s syndrome. Teaching Exceptional Children, 42(6), 40-46. https://doi.org/10.1177/004005991004200605 DOI: https://doi.org/10.1177/004005991004200605 Dos Santos, R. G. C., Esquincalha, A. da C. y Da Rosa, F. M. C. (2019). Narrativas sobre o processo formativo em matemática de alunos com Transtorno do Espectro Autista. En I Encontro Nacional de Educação Matemática Inclusiva (pp. 1-8). Brasil. http://eventos.sbem.com.br/index.php/ENEMI/ENEMI2019/paper/viewFile/945/1038 Dutillieux, G. (2006). Mieux comprendre les enfants atteints de troubles autistiques pour les aider dans leurs apprentissages mathématiques à l’école primaire. Mémoire de master, 2. Fernandes, S. H. A. A. (2017). Educação matemática inclusiva: adaptação x construção. Revista Educação Inclusiva rein, 1.01(01), 78-95. Fernández, J., (2008). Tratamiento creativo de las competencias de suma y resta en educación infantil. Revista Creatividad y Socieda, 12, 140-170. Ferreira, M. A. H. y Manrique, A. L. (2019) Prácticas de enseñanza de matemáticas para estudiantes con tea: diálogos con bncc en una perspectiva inclusiva. En I Encontro Nacional de Educação Matemática Inclusiva (pp. 1-12). Brasil. http://eventos.sbem.com.br/index.php/ENEMI/ENEMI2019/paper/view/949/1080 Fiorentini, D. (2013). Learning and professional development of mathematics teachers in research communities. Sisyphus – Journal of Education, 1(3), 152-181. Fleira, R. y Fernandes, S. (2017). Práticas de ensino para a inclusão de um aluno autista nas aulas de Matemática. Revista Brasileira de Educação em Ciências e Educação Matemática, 1(1), 104-122. DOI: https://doi.org/10.33238/ReBECEM.2017.v.1.n.1.18560 Fleira, R. C. y Fernandes, S. H. A. A. (2019). Ensinando Seus Pares: a inclusão de um aluno autista nas aulas de Matemática. Bolema: Boletim de Educação Matemática, 33(64), 811-831. DOI: https://doi.org/10.1590/1980-4415v33n64a18 Fletcher, D., Boon, R. T.., y Cihak, D. F. (2010). Effects of the TOUCHMATH program compared to a number line strategy to teach addition facts to middle school students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45(3), 449-458. https://www2.touchmath.com/wp-content/uploads/2020/01/AutismDDJournalSept2010.pdf Flórez-Pabón, C. E. y Acevedo-Rincón, J. P. (2020). Lesson study as a basis for mathematical practice at the university level. Journal of Physics: Conference Series, 1702(012024), 1-7. DOI: https://doi.org/10.1088/1742-6596/1702/1/012024 Frizzarini, S. T. y Cargnin, C. (2019). O processo de inclusão e o autismo temático institucional. Educación Matemática Pesquisa, 21(5), 99-109. DOI: https://doi.org/10.23925/1983-3156.2019v21i5p99-109 Gillberg, C. (2002). A guide to Asperger syndrome. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511543814 Huang, H. F., Lai, L. y Rivera, H. J. (2010). Using an exploratory approach to help children with autism learn mathematics. Creative Education, 1(3), 149-153. DOI: https://doi.org/10.4236/ce.2010.13023 Jensen, A. (2005). When babies read: A practical guide to help young children with hyperlexia, Asperger syndrome and high-functioning autism. Jessica Kingsley Publishers. Jowett, E. L., Moore, D. W. y Anderson, A. (2012). Using an iPad-based video modelling package to teach numeracy skills to a child with an autism spectrum disorder. Developmental Neurorehabilitation, 15(4), 304-312. DOI: https://doi.org/10.3109/17518423.2012.682168 Knorr, P. (2010). Schüler mit Asperger-Syndrom und High-Functioning-Autismus im integrativen Unterricht. En Inklusion braucht Professionalität “-Sonderpädagogischer Kongress (vol. 22, No. 24.4, p. 2010). Kuo, C. C., Liang, K. C., Tseng, C. C. y Gau, S. S. F. (2014). Comparison of the cognitive profiles and social adjustment between mathematically and scientifically talented students and students with Asperger's syndrome. Research in Autism Spectrum Disorders, 8(7), 838-850. DOI: https://doi.org/10.1016/j.rasd.2014.04.004 Lave, J. y Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511815355 Levingston, H. B., Neef, N. A. y Cihon, T. M. (2009). The effects of teaching precurrent behaviors on children's solution of multiplication and division word problems. Journal of Applied Behavior Analysis, 42(2), 361-367. DOI: https://doi.org/10.1901/jaba.2009.42-361 Lovecky, D. V. (2004). Different minds: Gifted children with ad/hd, Asperger syndrome, and other learning deficits. Jessica Kingsley Publishers. Luiselli, J. K., Russo, D. C., Christian, W. P. y Wilcyznski, S. M. (eds.). (2008). Effective practices for children with autism: educational and behavior support interventions that work. Oxford University Press. DOI: https://doi.org/10.1093/med:psych/9780195317046.001.0001 Lozano Martínez, J., Ballesta Pagán, F. J., Alcaraz García, S. y Cerezo Máiquez, M. C. (2014). Las tecnologías de la información y comunicación (tic) en el proceso de enseñanza y aprendizaje del alumnado con trastorno del espectro autista (tea). Revista Fuentes, (14), 193-208. Martín-Ambros, D. y Oliveira, G. P. (2018). O aluno com transtorno do espectro autista na sala de aula: caracterização, legislação e inclusão. En I Seminário Luso-Brasileiro de Educação inclusiva (pp. 209-220). https://editora.pucrs.br/edipucrs/anais/i-seminario-luso-brasileiro-de-educacao-inclusiva/assets/artigos/eixo-3/completo-3.pdf Martos-Pérez, J. y Paula-Pérez, I. (2011). Una aproximación a las funciones ejecutivas en el trastorno del espectro autista. Revista Neurología, 52(supl. 1), 147-153. DOI: https://doi.org/10.33588/rn.52S01.2010816 McEvoy, M. A. y Brady, M. P. (1988). Contingent access to play materials as an academic motivator for autistic and behavior disordered children. Education and Treatment of Children, 11(1), 5-18. Mesibov, G. B., Shea, V. y Adams, L. W. (2006). Understanding Asperger syndrome and high functioning autism (Vol. 1). Springer Science & Business Media. Montague, M. (2003). Solve it! A practical approach to teaching mathematical problem-solving skills. Exceptional Innovations. Muñoz-Burillo, L. y Cascales-Martínez, A. (2020). El desarrollo de la conciencia pragmática en niños con síndrome de asperger. Panorama, 14(26), 169-183. https://doi.org/10.15765/pnrm.v14i26.1488. DOI: https://doi.org/10.15765/pnrm.v14i26.1488 National Research Council. (2001). Educating children with autism. National Academies Press. Neely, L., Rispoli, M., Camargo, S., Davis, H. y Boles, M. (2013). The effect of instructional use of an iPad® on challenging behavior and academic engagement for two students with autism. Research in Autism Spectrum Disorders, 7(4), 509-516. DOI: https://doi.org/10.1016/j.rasd.2012.12.004 Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (Unesco) y Ministerio de Educación y Ciencia (mec). (1994). Declaración de Salamanca y marco de acción sobre necesidades educativas especiales. https://unesdoc.unesco.org/ark:/48223/pf000009842 Paffrath, A. y Zanlorenzi, M. A (2016). O jogo como recurso metodológico no ensino das quatro operações no conjunto dos números naturais na vida diária de alunos com síndrome de Asperger. Cadernos pde, Os desafios da Escola Pública Paranaense na perspectiva do professor pde. http://www.diaadiaeducacao.pr.gov.br/portals/cadernospde/pdebusca/producoes_pde/2016/2016_artigo_mat_ufpr_anaelisapaffrath.pdf Papazian, O., Alfonso, I. y Luzondo, R. J. (2006). Trastornos de las funciones ejecutivas. Revista de Neurología, 42(supl. 3), 45-50. DOI: https://doi.org/10.33588/rn.42S03.2006016 Pereira, D. M., De Azevedo, M. Q. O. y De Paula Nunes, D. D. R. (2010). Soluções práticas para dificuldades académicas e comportamentais para um aluno com Síndrome de Asperger. En iv Colóquio Internacional Educação e Contemporaneidade (pp. 1-12). Brasil. https://ri.ufs.br/bitstream/riufs/10352/56/55.pdf Pólya, G. (1957). How to solve it. Doubleday. Rivero, P. F. P. y Garrido, L. M. M. (2014). Perfiles cognitivos en el trastorno autista de alto funcionamiento y el síndrome de Asperger. ces Psicología, 7(1), 141-155. Rockwell, S. B., Griffin, C. C. y Jones, H. A. (2011). Schema-based strategy instruction in mathematics and the word problem-solving performance of a student with autism. Focus on Autism and Other Developmental Disabilities, 26(2), 87-95. DOI: https://doi.org/10.1177/1088357611405039 Sarmento, C. V. S. (2017). Jogos matemáticos aplicados a crianças com transtorno do espectro austista (tea) em uma escola de dias d'Ávila. Revista Científica Semana Acadêmica, mmxiii(000105), 1-24. Schaefer Whitby, P. J. (2013). The effects of Solve It! on the mathematical word problem solving ability of adolescents with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 28(2), 78-88. DOI: https://doi.org/10.1177/1088357612468764 Schmidt, C. (2014). Autismo, educação e transdisciplinaridade. En C. Schmidt (org.), Autismo, educação e transdisciplinaridade (pp. 7-28). Papirus. Stuart-Hamilton, I. (2007). An Asperger dictionary of everyday expressions. Jessica Kingsley Publishers. Stuart, L., Wright, F., Grigor, S. y Howey, A. (2004). Autistic spectrum disorders practical strategies for teachers and other professionals. David Fulton Publishers. Tanguay, P. (2001). Nonverbal learning disabilities at school: Educating students with nld, Asperger syndrome and related conditions. Jessica Kingsley Publishers. Tiger, J. H., Bouxsein, K. J. y Fisher, W. W. (2007). Treating excessively slow responding of a young man with Asperger syndrome using differential reinforcement of short response latencies. Journal of Applied Behavior Analysis, 40(3), 559-563. DOI: https://doi.org/10.1901/jaba.2007.40-559 Waters, H. E. y Boon, R. T. (2011). Teaching money computation skills to high school students with mild intellectual disabilities via the TouchMath© program: A multi-sensory approach. Education and Training in Autism and Developmental Disabilities, 46(4), 544-555. Weng, P. L. y Bouck, E. C. (2014). Using video prompting via iPads to teach price comparison to adolescents with autism. Research in Autism Spectrum Disorders, 8(10), 1405-1415. DOI: https://doi.org/10.1016/j.rasd.2014.06.014 Whitby, P. J. S., Travers, J. C. y Harnik, J. (2009). Academic achievement and strategy instruction to support the learning of children with high-functioning autism. Beyond Behavior, 19(1), 3-9. Yakubova, G., Hughes, E. M. y Hornberger, E. (2015). Video-based intervention in teaching fraction problem-solving to students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(9), 2865-2875. DOI: https://doi.org/10.1007/s10803-015-2449-y Zager, D., Cihak, D. F. y Stone-MacDonald, A. (eds.). (2004). Autism spectrum disorders: Identification, education, and treatment. Taylor & Francis. DOI: https://doi.org/10.4324/9781410611260