Transtorno Específico em Matemática (discalculia): desafios enfrentados pelos professores

Abstract

It is a research that addresses the difficulties that the teacher faces in identifying the symptoms of dyscalculia in the classroom and in the use or not of strategies to contribute to the learning of these students. It is a case study that, according to YIN (2001), is "just one of many ways of doing research in the social sciences. Experiments, surveys, historical research and analysis of information in archives "(p.19). I realized during the course that this area lacks studies developed by professors licensed in mathematics. The didactics and teaching-learning processes do not usually interest the teachers of the exact, in general, contributing to the misinformation in these aspects. The research approach was qualitative, since I sought reflections, through interviews with two teachers of the basic school network, both of them work in elementary school II and have a degree in mathematics. The objective of this work is to identify the actions and challenges that the math teacher faces in the classroom with the students who have difficulty of specific learning in mathematics, mapping students who have specific learning difficulties in mathematics in the schools surveyed, and investigating the actions developed by the school with the families of students who have the symptoms of dyscalculia. After analyzing the collected data, we can see the lack of studies in this area and the dissemination of its results and theories that involve the learning of mathematics and dyscalculia, among the licensed teachers, in order to soften the problems found.