Serious game in teaching monetary behavior for students with autism and/or intellectual disabilities

Abstract

Ensuring learning in mathematics teaching is one of the biggest challenges in Brazilian education. Among the contents discussed, there is the monetary behavior, essential to guarantee the autonomy and independence of people in community life. With the increased inclusion in the classroom, strategies are sought to ensure the learning of students with Intellectual Disabilities (ID) and/or Autism Spectrum Disorder (ASD). A literature search was carried out to identify studies that investigated the use of teaching strategies and the use of serious games to teach monetary behavior in students with ID and/or ASD. As a result, the low number of publications related to young adults enrolled in Youth and Adult Education was evidenced. The present study aims to verify whether the remote application of a serious game for the assessment and teaching of monetary behavior with young people and adults with ID and/or ASD is enough to ensure the learning of addition and subtraction, using banknotes and coins. In the current version of the project, levels based on everyday situations are being formulated, with experimental tasks structured as missions, according to the network of stimulus and response relationships involved in monetary behavior. A baseline and tests to assess the knowledge present before and after the application of the game will be applied to validate the student's learning progress and verify the formation of equivalent stimulus classes. The collected data will be analyzed to validate the effectiveness of serious game in teaching monetary behavior. It is expected from this research to demonstrate that teaching mediated by the use of technologies and strategies, such as serious games, can serve as a pedagogical strategy in educational inclusion, respecting the individuality and pace of student learning. (AU)