Materiais lúdicos no ensino da matemática para alunos com Transtorno de Déficit de Atenção e Hiperatividade nos anos finais do ensino fundamental: uma revisão bibliográfica.

Abstract

This study aims to analyze the use of playful materials as a pedagogical tool in teaching mathematics to students with Attention Deficit Hyperactivity Disorder in the final years of elementary school. The bibliographic research is based on works published between 2011 and 2025, identifying the benefits, challenges, and possibilities arising from the inclusion of games and playful resources in the teaching-learning process. Based on the analysis of four key studies, it was possible to observe that playful materials contribute not only to cognitive development but also to the strengthening of socio-emotional skills, promoting greater engagement, autonomy, and inclusion. The importance of teacher mediation, pedagogical intentionality, and the adaptation of materials to specific needs are also highlighted as determining factors for the success of these practices. Finally, the research highlights the need for investment in ongoing teacher training and the expansion of educational strategies that make mathematics more accessible, contextualized, and meaningful for all students.