Intervenção cognitiva computadorizada para estudantes com discalculia do desenvolvimento resistentes a tratamentos prévios

• Autor(a) principal: Avila, Lanúzia Almeida Brum
• Data de Publicação: 2022
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_RS
• Texto Completo: https://tede2.pucrs.br/tede2/handle/tede/10221
• topic: Discalculia do Desenvolvimento; Habilidades Matemáticas; Intervenção Cognitiva Computadorizada; CIENCIAS HUMANAS::ENSINO

This study aims to "Understand the implications of computerized intervention for students with Developmental Dyscalculia resistant to previous treatments", in order to answer the following research problem: "What are the implications of carrying out the intervention, through Cognitive Training Calcularis® computerized, for students with Developmental Dyscalculia resistant to previous treatments?”. This is a prospective study with an experimental design of a single case, in which each student was analyzed individually, serving as their own control, and their performance was evaluated before, during and after the intervention. The research took place in four stages. The first consisted in the selection of students through a screening carried out in state and municipal schools in Porto Alegre – RS, through contact with the pedagogical team of each of the schools to nominate students with a Dyscalculia do Desenvolvimento – DD report and through call through social media. In the second stage, a psychopedagogical assessment was carried out with the students, consisting of the following instruments: anamnesis with the person responsible; Transcoding Test (MOURA; MADEIRA; CHAGAS; LONNEMANN; KRINZINGER; WILLMES; HAASE, 2013); Arithmetic Test (SEABRA; MONTIEL; CAPOVILLA, 2013); Arithmetic Subtest (STEIN; GIACOMONI; FONSECA, 2019). As a cutoff line for research participation, students with an Intelligence Quotient – IQ equal to or greater than 70 and whose difficulties were not attributable to other emotional or neurological disorders were selected. In the third stage, a computerized intervention was developed with the students, using the Calcularis® software, totaling 25 individual sessions, three times a week. During the intervention process, it was observed, by graphic analysis, each of the developed trainings and a feedback questionnaire was also applied to the students. In the fourth stage, the tests used previously were reapplied, following the same order of application of the assessment, with the intention of reassessing the students after the intervention sessions. The results obtained were measured considering what is indicated in the literature for each test. Part of its data was analyzed using the Content Analysis method – CA, considering the five stages defined by Moraes (1999): preparation; unitarization; categorization; description; interpretation. In addition, based on the quantitative results, a Descriptive and Inferential Analysis was performed to verify changes in performance in relation to the skills of each of the students in baselines A (pre-intervention assessment), B (computerized cognitive intervention) and A (post-intervention reassessment). After the qualitative analysis, it appears that each of the students, in the post-intervention assessment, acquired certain skills and strengthened others, as they evolved in the computerized intervention. Considering the results of the statistical analysis, comparing the results, pre and post-intervention, of the students in each of the assessment instruments, it is observed that there was an improvement in the performance in the post-intervention assessment in the Arithmetic Test and in the Arithmetic Subtest. Evidence that Calcularis® can help students with DD resistant to previous treatments to enhance their arithmetic skills in relation to numerical processing, addition and subtraction, multiplication and division.