O uso do scratch no estudo de equações e sistemas de equações polinomiais de 1° grau junto a estudantes com TEA

Abstract

This study aims to investigate the contributions of using Scratch as an educational tool in teaching and learning Equations and Systems of 1st-degree Polynomial Equations with elementary school students with Autism Spectrum Disorder. For this, we used the Theory of Didactic Situations (TSD), which was developed by the Frenchman Guy Brousseau around the 1970s. The research was conducted using Didactic Engineering as its methodological foundations, using a game developed in Scratch, called “Fluxo de Veículos” as an instrument. The game was designed to address the contents of Equations and Systems of 1st-degree Polynomial Equations and was applied to two students with ASD in the 7th grade of elementar school in a public school. The results of this study showed that Scratch can contribute to the development of cognitive skills, such as attention, organization and perception. Furthermore, we also found that the students understood and achieved both the educational and recreational objectives of the game and that despite having difficulties, whether related to the counting or reading process, these can be overcome by providing them with support materials to perform the counting and read the written information that appears throughout the game. In short, we believe that Scratch may have contributed to the students' learning about Equations and Systems of First-degree Polynomial Equations, since during institutionalization they highlighted aspects that allowed us to judge that the knowledge had been acquired.