Despite the widely recognized importance of mathematical knowledge, large-scale assessment data indicate that a significant proportion of students across different countries do not reach adequate levels of proficiency in this area. However, the performance of students with Autism Spectrum Disorder (ASD) has not been measured with precision. Even so, considering the areas of impairment commonly associated with ASD, it is reasonable to infer that mathematics learning may also be affected for these students. In order to better understand the teaching and learning process, this chapter presents instructional units and examples of pedagogical strategies designed to support work within each unit, with the aim of promoting content acquisition. In addition, current studies that have sought to assess and teach mathematics to students with ASD are presented and discussed. The analysis of these studies demonstrates that it is possible to teach mathematics to students with ASD through effective planning, and that research offers knowledge and tools to support instructional planning, indicating ways to identify and overcome potential pedagogical barriers.