Discalculia: como identificar e trabalhar com os estudantes dos anos iniciais do ensino fundamental

Abstract

This study aimed to support teachers in the early years of elementary school to detect students with dyscalculia and present activities that help to improve learning. And it focused on the Dyscalculia theme: how to identify and work with students in the early years of elementary school, with mentions of alternatives for adopting strategies to improve teaching and learning in view of this relationship of impediments. In this way, highlighting what Mathematics represents in the educational, personal and professional life of individuals, which should address the types of difficulties that are common today, where children have a cognitive impediment to learning Mathematics. That is, something that can be related to dyscalculia, as a learning disorder that mainly affects young children in the early years in which these children have difficulties in reflecting, thinking and understanding matters related to numbers. In this way, it sought to answer the following question as a research problem: what to do for teachers and school institutions to effectively monitor the cognitive development of their students in the early years? This descriptive and qualitative bibliographic review was based on several studies, based on the National Common Curricular Base (2017), De Albuquerque Junior et al. (2020), Matos e Santos (2021), Alves (2021), among others, on which it is based on documents, current laws and literary works accepted by the scientific community. And it notes that dyscalculia must be immediately diagnosed and worked on, with regard to this stage of fundamental education, it is good to say that it is a relevant phase in the preparatory aspect for the other educational stages, so it is understood that the research is done a reasoned and relevant record at the service of the scientific community as a source of consultation in a perspective of improving the teaching and learning of mathematics in the midst of a scenario of contrast with the difficulties in this area. In which teacher qualification for such an initiative is centered as a potential solution.