O ensino de matemática para alunos com discalculia: relatos de professores de escolas em Caxias-ma

Abstract

The teaching-learning process encompasses numerous situations so that its realization becomes a reality in the individual's life, as learning requires patience and dedication. However, there are people who only these incentives will not be enough for their learning, being necessary, in this way, more intense monitoring, since they may present specific learning disorders, which in the area of mathematics are known as Dyscalculia. Thus, this work aimed to analyze how the teacher understands dyscalculia and its interventions for student learning, with this specificity in the final years of elementary school, as well as to characterize dyscalculia and its specifications, thus identifying the educational possibilities for the student with dyscalculia in the final years of elementary school and, consequently, understand the meanings of teachers about students with dyscalculia, aiming at interventions for the teaching-learning process in the final years of elementary school. To carry out the research successfully, we opted for the historical method, which explores the data and information generated over the years about Dyscalculia and its ramifications, as well as data related to mathematical learning and the pedagogicalpracticesof mathematics teachers. In this sense, a form was applied with four elementary school teachers in the final years of public schools in the city of Caxias – MA, to obtain reports of their experiences with dyscalculia. From the data analysis, it was verified with the teachers that the discussions in the field of education, in the teaching of mathematics for students with dyscalculia characteristics, is an extremely difficult reality to be faced and modified, since inclusive school educationis still can be considered incipient.