As tecnologias educacionais no ensino da matemática: uma abordagem com educandos com transtorno de déficit de atenção e hiperatividade

Abstract

The use of technologies in Mathematics teaching promotes a inclusion of students, especially those with Attention Deficit Hyperactivity Disorder (ADHD). This makes it possible a personalized and interactive teaching, resulting in a more meaningful learning. Therefore, the present article aims to understand the importance of using educational technologies in Mathematics teaching in Basic Education for students with ADHD. To attain this objective, we sought to answer the following question: How does the use of educational technologies contribute to Mathematics teaching for 9th grade students with ADHD? To carry out this study, the action-research methodology with a qualitative approach was adopted. The authors who supported this work include Bittar (2006), Fiorentini and Lorenzato (2012), Mantoan (2013), Rosa and Seidel (2014), Barbosa and Camargo (2016), Vasconcelos (2017), among others. The results indicate that the use of technology has a positive impact on the teaching of Mathematics, as students with ADHD show greater interest in participating in classes, as it is possible to develop several activities using technological resources.