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      Discalculia e educação: quais conhecimentos os professores possuem acerca deste tema Translated title: Dyscalculia and education: What knowledge the teachers have about this theme

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          Abstract

          A escola na atualidade enfrenta grandes desafios em relação às dificuldades de aprendizagem. É crescente o número de alunos que apresentam algum tipo de dificuldade de aprendizagem, sendo que as relacionadas à aprendizagem dos conceitos matemáticos aparecem como sendo um fator preponderante no que tange ao fracasso escolar. Escolares que não aprendem matemática podem possuir discalculia, uma dificuldade específica em matemática que está relacionada a uma desordem estrutural na área relacionada às habilidades matemáticas. O presente estudo divulga os resultados de uma pesquisa de natureza qualitativa e delineamento exploratório que visou investigar a percepção dos professores de escolas de anos iniciais do Ensino Fundamental em uma cidade do interior do estado de São Paulo, região de Marília, a respeito do transtorno de aprendizagem denominado discalculia, suas características, formas de manifestações entre as crianças. Tal pesquisa indicou que os entrevistados não possuem conhecimento teórico sobre o tema, o que denota a necessidade de reformulação do conteúdo programático dos cursos de pedagogia e nos cursos de educação continuada, para que esses profissionais estejam aptos a trabalhar com alunos com discalculia. E destacou a relevância da ludicidade na intervenção pedagógica junto ao discalcúlico.

          Translated abstract

          The school today faces great challenges in relation to the learning difficulties, since the number of students with some type of learning difficulty is increasing, and the difficulties related to the learning of mathematical concepts appear as being a preponderant factor regarding the school failure. Schoolchildren who do not learn mathematics may have dyscalculia, a specific difficulty in mathematics that is related to a structural disorder in the area related to mathematical skills. This study discloses the results of a qualitative research and exploratory design that aimed to investigate the perception of teachers of elementary schools I in a city in the interior of the state of São Paulo, region of the city of Marília, regarding the learning disorder called dyscalculia, its characteristics, forms of manifestations among children, in view of possible strategies for psychopedagogical interventions based on playful practices that can be used to work in the classroom with students who have this disorder. We hope that this study can contribute to the expansion of discussions on dyscalculia.

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          Most cited references18

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          DSM-5: Manual diagnóstico e estatístico de transtornos mentais

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            Introdução às dificuldades de aprendizagem

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              Developmental dyscalculia.

              R Shalev (2004)
              Developmental dyscalculia is a specific learning disability affecting the normal acquisition of arithmetic skills. Genetic, neurobiologic, and epidemiologic evidence indicates that dyscalculia, like other learning disabilities, is a brain-based disorder. However, poor teaching and environmental deprivation have also been implicated in its etiology. Because the neural network of both hemispheres comprises the substrate of normal arithmetic skills, dyscalculia can result from dysfunction of either hemisphere, although the left parietotemporal area is of particular significance. The prevalence of developmental dyscalculia is 5 to 6% in the school-aged population and is as common in girls as in boys. Dyscalculia can occur as a consequence of prematurity and low birthweight and is frequently encountered in a variety of neurologic disorders, such as attention-deficit hyperactivity disorder (ADHD), developmental language disorder, epilepsy, and fragile X syndrome. Developmental dyscalculia has proven to be a persisting learning disability, at least for the short term, in about half of affected preteen pupils. Educational interventions for dyscalculia range from rote learning of arithmetic facts to developing strategies for solving arithmetic exercises. The long-term prognosis of dyscalculia and the role of remediation in its outcome are yet to be determined.
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                Author and article information

                Journal
                psicoped
                Revista Psicopedagogia
                Rev. psicopedag.
                Associacao Brasileira de Psicopedagogia (São Paulo, SP, Brazil )
                0103-8486
                August 2021
                : 38
                : 116
                : 272-283
                Affiliations
                [01] SP orgnamerede municipal de Educação na cidade de Marília
                Article
                S0103-84862021000200011 S0103-8486(21)03811600011
                10.51207/2179-4057.20210015
                153c8bb2-9ad4-4f80-b551-73e547022745

                This work is licensed under a Creative Commons Attribution 4.0 International License.

                History
                : 19 January 2019
                : 21 January 2021
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 20, Pages: 12
                Product

                SciELO Periódicos Eletrônicos em Psicologia

                Categories
                Relato de Pesquisa

                Intervention,Transtorno de Aprendizagem,Discalculia,Intervenção Psicopedagógica,Learning Disorder,Dyscalculia,Psychopedagogical

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