Teachers’ motivation in developing activities that include neurodivergent students: The importance of playing
DOI:
https://doi.org/10.18764/2447-5777v9n1.2023.1Keywords:
Autism, Mathematics Education, Playfulness, NeurodiversityAbstract
It presents a qualitative study carried out with the objective of expanding the existing knowledge in Brazilian mathematics education about the ludic in the context of teaching mathematics with an inclusive perspective. For this, it focuses on a discussion about neurodivergent students, anchoring itself in the neurodiversity movement and its theoretical principles. The research problem was defined with the following question: how to motivate basic education teachers in the context of continuing education to develop didactic proposals for mathematics that are playful and that contribute to the inclusion of neurodivergent students? The methodology was structured through a workshop involving basic education teachers from the northwest region of the state of São Paulo, in which data were produced in the form of a diary of notes, photographs, and answers given in an online form. As a result, the study points out that teachers’ motivation occurs mainly through examples that are given by peers in the context of continuing education.
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