Metodologias utilizadas no ensino de matemática para estudantes com tdah: uma revisão integrativa

Abstract

The object of study of this research is the difficulty in the teaching-learning process in mathematics caused by ADHD. In this sense, we sought to know: which methodologies are being used in the teaching of mathematics in basic education for students with ADHD, according to scientific studies published in the last five years? What are the results of using these methodologies for the learning of these students? The objective was to analyze the predominant methodological strategies in the teaching of mathematics for students with ADHD in basic education, verifying if these strategies contribute to the learning of these students. To compose the integrative review, seven studies were selected, all of them from the Google Academic database, following pre established search criteria. At the end of the analysis, the results demonstrate that the methodologies for promoting the teaching-learning of students with ADHD are based on the use of didactic resources such as educational games, concrete material, equipment and technology resources, noting that they contribute, in fact, to the teaching-learning process of students with ADHD achieve better results.