Modelagem matemática: uma estratégia significativa no processo de ensino-aprendizagem para alunos com discalculia

Abstract

Many students who are struggling to learn mathematics receive various labels, such as lazy, sloppy, disinterested, and many others, because mathematics teachers are unaware of the causes of these difficulties, many of them associated with Discalculia, which is a learning disorder of mathematics. The research of a qualitative approach, from a bibliographical survey and field research through questionnaire application, had as objectives to investigate the concepts and characteristics of Discalculia, to know the conceptions of mathematics teachers about Dyscalculia, to show the importance of raising self-esteem of discalcultural students and propose Mathematical Modeling as a strategy in the teaching-learning process to help students overcome difficulties in learning Mathematics. For that, we counted on studies of Campos (2015), Ribeiro (2009), Carrera (2009), Vieira (2004) and others. The study showed that Discalculia is something new for math teachers and that it is only with a close eye that these teachers will be able to help their discalculous students by referral them to a specialized professional to help them. The questionnaire was applied with the subjects of the research, teachers of Mathematics of schools of the municipality of Barras-Piauí, to know what the teaching professionals know about the subject approached. The results were that the professionals are not aware of Diiscalculia and can not distinguish the characteristics of a student with Discalculia. In the end, it is proposed the Mathematical Modeling as a strategy to promote the process of teaching learning as a strategy so that students overcome their difficulties, have a better use in Mathematics classes and raise their self-esteem, because starting from problems of their daily learning becomes more meaningful.