Um estudo das pesquisas desenvolvidas sobre o ensino e aprendizagem da matemática com estudantes que possuem TDAH
In this paper, we present the results of a mapping of journals and papers published in Mathematics Education events that deal with Teaching and Learning of Mathematics for students diagnosed with Attention Deficit Disorder wicth Hiperactivity (ADDH). Inorder to do so, the objective was to offer subs...
| Autor principal: | Teixeira Sobrinho, Andressa Sanches |
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| Formato: | Trabalho de Conclusão de Curso (Especialização) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2022
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/28891 |
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| Resumo: |
In this paper, we present the results of a mapping of journals and papers published in Mathematics Education events that deal with Teaching and Learning of Mathematics for students diagnosed with Attention Deficit Disorder wicth Hiperactivity (ADDH). Inorder to do so, the objective was to offer subsidies forunderstanding the difficulties in the school mathematics activity by children with ADDH, of the predominantly inattentive type. The methodology used, within a qualitative approach, followed the presuppositions of the Content Analysis of Bardin (1977) and consists of three stages: pre-analysis, material exploration and treatment of results and interpretation. By means of data analysis, it is possibleinfer some relevant categories: type of research, methodology, data collection instrument, level of education, participants, theoretical background. From these categories, it was possible to delineate the differences suggested for the work with students with ADDH, as well as when the specific characteristics of these students began to differentiate them from the others in the classroom, and also contributed with teachers who take on the responsibility of doing significant work in the teaching and learning process of these students. It was noticed that the mapped studies sought, in general,to develop strategies that presented a differential to capture the attention of students with ADDH, mainly the use of technological resources. However, although there is a concern with Mathematics Teaching and Learning for students with ADDH, there are still few researches in Mathematics Education, and no studies were found that explored the idea of Significant Learning for these students. It is suggested that the Theory of Significant Learning be explored to work with students with ADDHin the teaching of Mathematics, aiming at new strategies that prioritize the learning of concepts to the detriment of memorization. |
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