O letramento matemático com crianças que apresentam o transtorno do espectro autista (TEA)

Mathematics teaching has presented several challenges for teachers and students at different levels, especially due to the lack of notions and concepts that should have been assimilated during the mathematical literacy process. These difficulties increase when the focus is on teaching mathematics to children with Autism Spectrum Disorder (ASD), due to potential impairments in communication, social interaction, and behavior, requiring teachers to adapt their pedagogical practices. This research aims to verify, through a bibliographic survey, how mathematical literacy has been addressed in Early Childhood Education with children with ASD. The aim is to identify pedagogical practices and resources used, as well as understand the challenges faced by teachers. The methodology adopted is qualitative, with an emphasis on bibliographic research, based on the CAPES journal portal, focusing on articles published between 2020 and 2025. The work is organized as follows: an introduction, theoretical foundation, survey and analysis of articles, and, finally, concluding remarks. This study showed that Mathematical Literacy can be developed using different strategies and resources, and that pedagogical practices must be adapted to the specificities of children with ASD.