O ensino de matemática para alunos com discalculia: desafios e possibilidades

Abstract

The central theme of this work was the inclusion of students with learning difficulties in mathematics. Education currently faces several problems in relation to learning difficulties, especially after the pandemic period, and one of the subjects in which there is the most difficulty in learning is mathematics. The challenges are even greater with dyscalculic students and the teacher's role is to seek methodologies to overcome the problem and provide meaningful learning. Thus, this research sought to understand, through a literature review, the challenges and possibilities of teaching mathematics to students with dyscalculia. To this end, books, statutes and scientific articles available in the Google Scholar database were analyzed, in order to understand the challenges and possibilities encountered by teachers in this scenario, and which methodologies have presented the best results. According to Bastos (2016, p. 181), “around 3 to 6% of school-age children have developmental dyscalculia”. The teacher must be prepared to deal with the specificities of each student, especially when it comes to mathematics, which is essential knowledge for everyone, as according to Garciá (1998, p.214), "mathematical knowledge and skills are part of the our daily life from a young age, in habitual or work-related tasks and social demands". In this work, the methodologies that have presented the best results for meaningful learning were brought together, thus contributing to the conduct of new academic research, teacher training and inclusive educational practice.