DISCALCULIA E SUAS CONSEQUÊNCIAS NO ENSINO DE MATEMÁTICA: RELATO DE CASO E INTERVENÇÃO PEDAGÓGICA.

Abstract

Dyscalculia, which is characterized by difficulty in learning numbers, has become a major challenge for elementary school teachers, who face young people and children who present this problem. This evidences the need to investigate different means that can potentialize the teaching, in the regular system, of students who present dyscalculia. In view of this, this study aimed to investigate the mathematical learning disorder of a student in the Public Education Network, dyscalculia. In principle, a bibliographical study was carried out on the laws that ensure the rights of a special education, and on the main characteristics that present children with dyscalculia. From this study, an observation was made of the student, in front of the class in which the same is inserted, 6 ° year of elementary school in a municipal schools located in the municipality of Uruçuí-PI, to be aware of the difficulties faced by the same. In view of the observations made, there was the need to apply a pedagogical intervention, consisting of four ludic activities chosen according to the student's learning deficits, with the purpose of developing the skills Mathematics of it. Two of these activities were developed in the counter-shift, to familiarize the student with the activities, and the other two developed together with the rest of the class, thus promoting the social inclusion of the aforementioned student. The results showed that the intervention was positive, making it noticeable the modifications of the student's daily routine, starting with participation and interaction in the proposed activities, observing the class recognition in view of its limitations, where Made possible the initiative for the social inclusion process.