ABACUS AND TEACHING MATHEMATICS TO ADULTS AND CHILDREN WITH AUTISM SPECTRUM DISORDER

Abstract

This article presents the abacus as a playful object for teaching mathematics, which can contribute to the cognitive development of children, and also aids in the neurodevelopment of Autism Spectrum Disorder (ASD), and is therefore an important teaching resource that promotes diversity and inclusion, being intended for all audiences and ages. In this sense, the objective is to highlight the contribution of the abacus in teaching mathematics to adults and children with ASD. The methodology is qualitative, with a bibliographic approach and case study, for the reflective analysis of the data observed in the manipulation of the abacus, Piagetian constructivism was used. The results indicate that the abacus contributes in a playful and enjoyable way to the process of teaching and learning mathematics, enabling understanding and assisting in the cognitive, social, and cultural development of students in Youth and Adult Education and with ASD.