Discalculia e aprendizagem de matemática: um estudo de caso para análise de possíveis intervenções pedagógicas

Abstract

One of the challenges of today's education is to seek alternatives to quality education. Historically in Mathematics these results are not very good. In the search for causes, there are, among many others, the difficulties of learning, which reach a considerable number of students. Among these, it is possible to emphasize the Discalculia that is a specific difficulty of the area of Mathematics. Researching the subject, it is observed that such difficulty is little known by the teachers and, therefore, it is important to know it in order to help the learning of these students. Due to this scenario, the Discalculia theme was chosen as activity research, through which one can interact with the discalculic student. In order to investigate further the subject, a case study was conducted with a 3rd year elementary school student diagnosed with Dyscalculia, Dysshy and ADHD (Attention Deficit Hyperactivity Disorder) belonging to the Municipal Education Network of the city of Barra do Piraí in the state of Rio de Janeiro and a literature review analyzing some theories about learning, conceptualizing some learning difficulties and, more precisely, the Discalculia. Thus the research is applied and descriptive, having a qualitative approach, since it aims to detect the difficulties presented by a student diagnosed with Discalculia, analyzing possible advances in learning after analyzing the resolutions of the proposed activities. The activities carried out in this research were initiated through a diagnostic evaluation, to verify the prerequisites presented by the student. Games, play activities were carried out, some with concrete materials, tests, problem solving, which were researched and elaborated from researches on published works on the subject. In addition to the daily records, a final evaluation will be carried out to analyze the student's development. Interviews were carried out with people close to the student, such as his mother, a teacher of the 1st year in which he was retained, with the teacher of the Resource Room and the teacher of the years 2015 and 2016. The student in question had already Repeated twice in the first year and once in the second year, and since 2015 and at the moment, is interested in carrying out activities inside and outside the classroom, which is much facilitating its development, Which began with the approval in the 2nd year and performed satisfactorily in the 3rd year that is.