OS TRANSTORNOS DO NEURODESENVOLVIMENTO O TOD, TEA E TDAH E DIFICULDADES COGNITIVAS, SOCIAIS E MOTORAS ASSOCIADAS AO LETRAMENTO MATEMÁTICO

This study addresses neurodevelopmental disorders, with an emphasis on oppositional defiant disorder (ODD), autism spectrum disorder (ASD), and attention deficit hyperactivity disorder (ADHD), analyzing their cognitive, social, and motor implications in the mathematical literacy process. The general objective of the research was to understand how these disorders interfere with mathematics learning and how inclusive pedagogical practices can favor the integral development of students. The specific objectives focused on: identifying the main cognitive and behavioral manifestations of these disorders; discussing the difficulties associated with logical and symbolic reasoning; and pointing out adaptive pedagogical methodologies and strategies applicable to mathematics teaching. Bibliographical and qualitative in nature, the investigation was based on contemporary authors and classifications from the DSM-5 and ICD-11, seeking to construct a critical analysis of the challenges and potential of inclusive schools. The justification stems from the need to understand neurodiversity as a central element in pedagogical planning and teacher training. The results show that the success of mathematical literacy in students with neurodevelopmental disorders depends on the adoption of differentiated practices, the use of educational technologies, empathetic teacher mediation, and strategies that promote attention, reasoning, and self-regulation. It is concluded that a flexible and interdisciplinary pedagogical approach is essential to enhance mathematical learning in inclusive school contexts.