Discalculia e aprendizagem de matem?tica: um estudo de caso para an?lise de poss?veis interven??es pedag?gicas
Main Author: | |
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Publication Date: | 2016 |
Format: | Master thesis |
Language: | por |
Source: | Biblioteca Digital de Teses e Dissertações da UFRRJ |
Download full: | https://tede.ufrrj.br/jspui/handle/jspui/1995 |
Summary: | One of the challenges of today's education is to seek alternatives to quality education. Historically in Mathematics these results are not very good. In the search for causes, there are, among many others, the difficulties of learning, which reach a considerable number of students. Among these, it is possible to emphasize the Discalculia that is a specific difficulty of the area of Mathematics. Researching the subject, it is observed that such difficulty is little known by the teachers and, therefore, it is important to know it in order to help the learning of these students. Due to this scenario, the Discalculia theme was chosen as activity research, through which one can interact with the discalculic student. In order to investigate further the subject, a case study was conducted with a 3rd year elementary school student diagnosed with Dyscalculia, Dysshy and ADHD (Attention Deficit Hyperactivity Disorder) belonging to the Municipal Education Network of the city of Barra do Pira? in the state of Rio de Janeiro and a literature review analyzing some theories about learning, conceptualizing some learning difficulties and, more precisely, the Discalculia. Thus the research is applied and descriptive, having a qualitative approach, since it aims to detect the difficulties presented by a student diagnosed with Discalculia, analyzing possible advances in learning after analyzing the resolutions of the proposed activities. The activities carried out in this research were initiated through a diagnostic evaluation, to verify the prerequisites presented by the student. Games, play activities were carried out, some with concrete materials, tests, problem solving, which were researched and elaborated from researches on published works on the subject. In addition to the daily records, a final evaluation will be carried out to analyze the student's development. Interviews were carried out with people close to the student, such as his mother, a teacher of the 1st year in which he was retained, with the teacher of the Resource Room and the teacher of the years 2015 and 2016. The student in question had already Repeated twice in the first year and once in the second year, and since 2015 and at the moment, is interested in carrying out activities inside and outside the classroom, which is much facilitating its development, Which began with the approval in the 2nd year and performed satisfactorily in the 3rd year that is. |
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Nascimento, Eulina Coutinho Silva do646.919.007-30Santos, Douglas Mons?res de MeloMattos, Sandra Maria Nascimento de055.121.937-83Silva, Monica Aparecida da2017-08-23T18:49:32Z2016-08-31SILVA, M?nica Aparecida da. Discalculia e aprendizagem de matem?tica: um estudo de caso para an?lise de poss?veis interven??es pedag?gicas. 2016. 97 f. Disserta??o (Mestrado Profissional em Matem?tica) - Instituto de Ci?ncias Exatas, Universidade Federal Rural do Rio de Janeiro, Serop?dica, 2016.https://tede.ufrrj.br/jspui/handle/jspui/1995One of the challenges of today's education is to seek alternatives to quality education. Historically in Mathematics these results are not very good. In the search for causes, there are, among many others, the difficulties of learning, which reach a considerable number of students. Among these, it is possible to emphasize the Discalculia that is a specific difficulty of the area of Mathematics. Researching the subject, it is observed that such difficulty is little known by the teachers and, therefore, it is important to know it in order to help the learning of these students. Due to this scenario, the Discalculia theme was chosen as activity research, through which one can interact with the discalculic student. In order to investigate further the subject, a case study was conducted with a 3rd year elementary school student diagnosed with Dyscalculia, Dysshy and ADHD (Attention Deficit Hyperactivity Disorder) belonging to the Municipal Education Network of the city of Barra do Pira? in the state of Rio de Janeiro and a literature review analyzing some theories about learning, conceptualizing some learning difficulties and, more precisely, the Discalculia. Thus the research is applied and descriptive, having a qualitative approach, since it aims to detect the difficulties presented by a student diagnosed with Discalculia, analyzing possible advances in learning after analyzing the resolutions of the proposed activities. The activities carried out in this research were initiated through a diagnostic evaluation, to verify the prerequisites presented by the student. Games, play activities were carried out, some with concrete materials, tests, problem solving, which were researched and elaborated from researches on published works on the subject. In addition to the daily records, a final evaluation will be carried out to analyze the student's development. Interviews were carried out with people close to the student, such as his mother, a teacher of the 1st year in which he was retained, with the teacher of the Resource Room and the teacher of the years 2015 and 2016. The student in question had already Repeated twice in the first year and once in the second year, and since 2015 and at the moment, is interested in carrying out activities inside and outside the classroom, which is much facilitating its development, Which began with the approval in the 2nd year and performed satisfactorily in the 3rd year that is.Um dos desafios da educa??o atual ? buscar alternativas para uma educa??o de qualidade. Historicamente em Matem?tica esses resultados n?o s?o muito bons. Na busca por causas, encontram-se, entre muitas outras, as dificuldades de aprendizagem, as quais atingem um n?mero consider?vel de estudantes. Dentre estas, pode-se destacar a Discalculia que ? uma dificuldade espec?fica da ?rea de Matem?tica. Pesquisando sobre o assunto, observa-se que tal dificuldade ? pouco conhecida pelos professores e, portanto, ? importante conhec?-la para poder auxiliar a aprendizagem destes alunos. Devido a este cen?rio, o tema Discalculia foi escolhido como pesquisa de atividades, atrav?s das quais pode-se interagir com o aluno discalc?lico. Para buscar um aprofundamento do assunto, foi realizado um estudo de caso com um aluno do 3? ano do Ensino Fundamental diagnosticado com Discalculia, Disgrafia e TDAH (Transtorno de D?ficit de Aten??o e Hiperatividade) pertencente ? Rede Municipal de Educa??o da cidade de Barra do Pira? no estado do Rio de Janeiro e um levantamento bibliogr?fico analisando algumas teorias sobre aprendizagem, conceituando algumas dificuldades de aprendizagem e, mais precisamente, a Discalculia. Assim a pesquisa ? aplicada e descritiva, tendo uma abordagem qualitativa, pois tem como objetivo detectar as dificuldades apresentadas por um aluno diagnosticado com Discalculia, analisando poss?veis avan?os na aprendizagem ap?s an?lise das resolu??es das atividades propostas. As atividades realizadas nesta pesquisa foram iniciadas atrav?s de uma avalia??o diagn?stica, para verificar os pr?-requisitos apresentados pelo aluno. Foram realizados jogos, atividades l?dicas, alguns com materiais concretos, testes, resolu??o de quest?es, os quais foram pesquisados e elaborados a partir de pesquisas em trabalhos publicados sobre o assunto. Al?m dos registros di?rios, ser? realizada uma avalia??o final para an?lise do desenvolvimento do aluno pesquisado. Foram realizadas entrevistas com as pessoas pr?ximas ao aluno, tais como sua m?e, uma professora do 1? ano, no qual foi retido, com a professora da Sala de Recursos e a professora dos anos de 2015 e 2016. O aluno em quest?o j? havia repetido por duas vezes o 1? ano e uma vez o 2? ano, e desde o ano de 2015 e no momento, encontra-se interessado na realiza??o de atividades dentro e fora de sala de aula, o que muito est? facilitando seu desenvolvimento, que se iniciou com a aprova??o no 2? ano e realiza??o de modo satisfat?rio no 3? ano que se encontra.Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-08-23T18:49:32Z No. of bitstreams: 1 2016 - M?nica Aparecida da Silva.pdf: 2434712 bytes, checksum: bf43f2692ace47e74176a777c1fa9ce7 (MD5)Made available in DSpace on 2017-08-23T18:49:32Z (GMT). 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dc.title.por.fl_str_mv |
Discalculia e aprendizagem de matem?tica: um estudo de caso para an?lise de poss?veis interven??es pedag?gicas |
dc.title.alternative.eng.fl_str_mv |
Dyscalculia and mathematics learning: a case study for analysis of possible pedagogical interventions |
title |
Discalculia e aprendizagem de matem?tica: um estudo de caso para an?lise de poss?veis interven??es pedag?gicas |
spellingShingle |
Discalculia e aprendizagem de matem?tica: um estudo de caso para an?lise de poss?veis interven??es pedag?gicas Silva, Monica Aparecida da Learning disabilities Dyscalculia special education pedagogical interventions Dificuldades de aprendizagem Discalculia educa??o especial interven??es pedag?gicas Matem?tica Educa??o |
title_short |
Discalculia e aprendizagem de matem?tica: um estudo de caso para an?lise de poss?veis interven??es pedag?gicas |
title_full |
Discalculia e aprendizagem de matem?tica: um estudo de caso para an?lise de poss?veis interven??es pedag?gicas |
title_fullStr |
Discalculia e aprendizagem de matem?tica: um estudo de caso para an?lise de poss?veis interven??es pedag?gicas |
title_full_unstemmed |
Discalculia e aprendizagem de matem?tica: um estudo de caso para an?lise de poss?veis interven??es pedag?gicas |
title_sort |
Discalculia e aprendizagem de matem?tica: um estudo de caso para an?lise de poss?veis interven??es pedag?gicas |
author |
Silva, Monica Aparecida da |
author_facet |
Silva, Monica Aparecida da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Nascimento, Eulina Coutinho Silva do |
dc.contributor.advisor1ID.fl_str_mv |
646.919.007-30 |
dc.contributor.referee1.fl_str_mv |
Santos, Douglas Mons?res de Melo |
dc.contributor.referee2.fl_str_mv |
Mattos, Sandra Maria Nascimento de |
dc.contributor.authorID.fl_str_mv |
055.121.937-83 |
dc.contributor.author.fl_str_mv |
Silva, Monica Aparecida da |
contributor_str_mv |
Nascimento, Eulina Coutinho Silva do Santos, Douglas Mons?res de Melo Mattos, Sandra Maria Nascimento de |
dc.subject.eng.fl_str_mv |
Learning disabilities Dyscalculia special education pedagogical interventions |
topic |
Learning disabilities Dyscalculia special education pedagogical interventions Dificuldades de aprendizagem Discalculia educa??o especial interven??es pedag?gicas Matem?tica Educa??o |
dc.subject.por.fl_str_mv |
Dificuldades de aprendizagem Discalculia educa??o especial interven??es pedag?gicas |
dc.subject.cnpq.fl_str_mv |
Matem?tica Educa??o |
description |
One of the challenges of today's education is to seek alternatives to quality education. Historically in Mathematics these results are not very good. In the search for causes, there are, among many others, the difficulties of learning, which reach a considerable number of students. Among these, it is possible to emphasize the Discalculia that is a specific difficulty of the area of Mathematics. Researching the subject, it is observed that such difficulty is little known by the teachers and, therefore, it is important to know it in order to help the learning of these students. Due to this scenario, the Discalculia theme was chosen as activity research, through which one can interact with the discalculic student. In order to investigate further the subject, a case study was conducted with a 3rd year elementary school student diagnosed with Dyscalculia, Dysshy and ADHD (Attention Deficit Hyperactivity Disorder) belonging to the Municipal Education Network of the city of Barra do Pira? in the state of Rio de Janeiro and a literature review analyzing some theories about learning, conceptualizing some learning difficulties and, more precisely, the Discalculia. Thus the research is applied and descriptive, having a qualitative approach, since it aims to detect the difficulties presented by a student diagnosed with Discalculia, analyzing possible advances in learning after analyzing the resolutions of the proposed activities. The activities carried out in this research were initiated through a diagnostic evaluation, to verify the prerequisites presented by the student. Games, play activities were carried out, some with concrete materials, tests, problem solving, which were researched and elaborated from researches on published works on the subject. In addition to the daily records, a final evaluation will be carried out to analyze the student's development. Interviews were carried out with people close to the student, such as his mother, a teacher of the 1st year in which he was retained, with the teacher of the Resource Room and the teacher of the years 2015 and 2016. The student in question had already Repeated twice in the first year and once in the second year, and since 2015 and at the moment, is interested in carrying out activities inside and outside the classroom, which is much facilitating its development, Which began with the approval in the 2nd year and performed satisfactorily in the 3rd year that is. |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-08-31 |
dc.date.accessioned.fl_str_mv |
2017-08-23T18:49:32Z |
dc.type.status.fl_str_mv |
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dc.identifier.citation.fl_str_mv |
SILVA, M?nica Aparecida da. Discalculia e aprendizagem de matem?tica: um estudo de caso para an?lise de poss?veis interven??es pedag?gicas. 2016. 97 f. Disserta??o (Mestrado Profissional em Matem?tica) - Instituto de Ci?ncias Exatas, Universidade Federal Rural do Rio de Janeiro, Serop?dica, 2016. |
dc.identifier.uri.fl_str_mv |
https://tede.ufrrj.br/jspui/handle/jspui/1995 |
identifier_str_mv |
SILVA, M?nica Aparecida da. Discalculia e aprendizagem de matem?tica: um estudo de caso para an?lise de poss?veis interven??es pedag?gicas. 2016. 97 f. Disserta??o (Mestrado Profissional em Matem?tica) - Instituto de Ci?ncias Exatas, Universidade Federal Rural do Rio de Janeiro, Serop?dica, 2016. |
url |
https://tede.ufrrj.br/jspui/handle/jspui/1995 |
dc.language.iso.fl_str_mv |
por |
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dc.publisher.program.fl_str_mv |
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UFRRJ |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Instituto de Ci?ncias Exatas |
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Universidade Federal Rural do Rio de Janeiro |
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