Ensino-Aprendizagem de Matemática – TDAH, inclusão e metodologias ativas

Abstract

The teaching of mathematics is marked by a certain resistance, “cognitive block” when understanding and applying the contents.This question involves the didactics of mathematics used in the classroom. It is up to the teacher to have languages and methodologies to reach students. Mainly, students who have Attention Deficit Hyperactivity Disorder (ADHD). This dissertation aims to approach the teaching-learning process of mathematics with an emphasis on the student diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), considering the learning difficulties. To this end, we must understand the proposals for inclusion of students with Special Educational Needs (SEN), taking into account that children and young people have the right to learn mathematics and to be confronted with rich and diverse learning experiences, we must look for, then, propose active methodologies for the development of the expected learning for those who present the disorder. Finally, it should be noted that the mathematics teacher's commitment to education will be much more significant when he establishes an interpersonal relationship with his student, a relationship that constitutes, on the one hand, the core of the activities of the teaching-learning process.