O ensino de equações diferenciais adaptado para discente com Transtorno do Espectro Autista e discalculia

Abstract

The ongoing expansion of inclusive policies for students with special educational needs in higher education raises new challenges for adapting teaching strategies, particularly in courses that require a solid mathematical foundation. Grounded in Vygotsky’s sociointeractionist theory, this study examines how the teaching of Differential Equations (DE) can be tailored to meet the needs of an Oceanography undergraduate diagnosed with Autism Spectrum Disorder (ASD) and Dyscalculia, considering the student’s specific limitations and strengths. A qualitative approach was adopted, incorporating unstructured interviews, field observations, research journal entries, diagnostic tests of basic mathematical knowledge, and individualized support. These methods allowed the identification of conceptuais gaps and the assessment of pedagogical interventions aimed at facilitating the assimilation of complex DE content, including the use of technological tools (WolframAlpha) and targeted mediations. Findings revealed shortcomings in the student’s mathematical foundation, potentially stemming from the lack of remedial instruction in the final years of primary and secondary education, thereby hindering the consolidation of concepts in Differential and Integral Calculus. Nonetheless, employing differentiated teaching strategies— particularly those emphasizing graphical analysis and contextualized problemsolving—fostered greater student engagement and deeper comprehension. WolframAlpha emerged as a pivotal resource, enabling simulations and dynamic solution visualizations that facilitated the internalization of key concepts. Additionally, attention to socioemotional factors and academic self-esteem significantly influenced the student’s performance. Mediation guided by the Zone of Proximal Development (ZPD), emphasizing the student’s potential and gradually progressing from simpler tasks to more advanced activities, contributed to cognitive gains in DE. In summary, the findings underscore the importance of inclusive practices in higher education, especially in mathematically intensive subjects, through the implementation of technological resources, adapted teaching approaches, and socioemotional support. By demonstrating the effectiveness of these measures for improving outcomes among students with ASD and Dyscalculia, the study highlights the need for institutional policies that promote teacher training and the development of nurturing learning environments, thus reaffirming a commitment to an education that values diverse learning profiles and paces.