Matemática e Síndrome de Down: um estudo da relação às metodologias para o ensino matemático de alunos com Síndrome de Down

Abstract

This article aims to analyze the teaching methodologies in mathematics necessary to contribute to the development and learning of students with Down Syndrome. For specific objectives, we aim to report the historical context of education for people with Down syndrome; analyze the main difficulties that students with Down syndrome face in the teaching-learning process in mathematics and, finally, suggest some methods that can be used by teachers to improve the mathematical teaching of students with Down Syndrome. The methodology used in the article is of a bibliographic nature and, in addition, the research is descriptive, with a qualitative approach, through a questionnaire applied with two mathematics teachers from the Domício Magalhães de Melo School Unit regarding their methodologies in teaching mathematics for students with Down syndrome in regular education. Furthermore, the results of the research show the difficulty of teachers in relation to teaching, the lack of training and the cognitive problems of students with Down Syndrome are the main causes of failure of these students in the discipline of Mathematics