Dyscalculia and the teaching and learning process of Mathematics in the Final Years of Elementary School

Detalhes bibliográficos
Autor(a) principal: Silva, Pedro Mikael Santos
Data de Publicação: 2022
Outros Autores: Figueiredo, Fabiane Fischer
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Educação Matemática (Online)
Texto Completo: https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/89
Resumo: This study aimed to investigate whether or not Mathematics teachers, who perform the teaching role in the Final Years of Elementary School, were prepared to meet the educational needs of students who have dyscalculia disorder, in the teaching and learning process. The research carried out was conducted under the qualitative approach, which is characterized as an exploratory research. To collect the data, a questionnaire was proposed, with closed and open questions, to Mathematics teachers, who worked in the Final Years. To support this discussion, we used the concepts of authors such as Campos (2015), Bernardi (2014), Kosc (1974), Vieira (2004), among others. The results indicate that there is still a need to deepen knowledge on the part of Mathematics teachers, regarding the characteristics that students with this disorder present in the classroom and how they could contribute, in a more effective way, to their training. and development. Also, it is believed that such deepening should occur in the course of Undergraduate Degree Courses in Mathematics and/or continuing education courses.
id SBEM_4767f1940c21b5b1525e5b096fa22d7b
oai_identifier_str oai:ojs2.www.revistasbemsp.com.br:article/89
network_acronym_str SBEM
network_name_str Revista de Educação Matemática (Online)
repository_id_str
spelling Dyscalculia and the teaching and learning process of Mathematics in the Final Years of Elementary SchoolLa discalculia y el proceso de enseñanza y aprendizaje de las matemáticas en los últimos años de la Escuela PrimariaA discalculia e o processo de ensino e aprendizagem da Matemática nos Anos Finais do Ensino FundamentalDiscalculiaFormação de ProfessoresMatemáticaAnos Finais do Ensino FundamentalDiscalculiaFormación de profesoresMatemáticasÚltimos años de la escuela primariaDyscalculiaTeacher TrainingMathFinal Years of Elementary SchoolThis study aimed to investigate whether or not Mathematics teachers, who perform the teaching role in the Final Years of Elementary School, were prepared to meet the educational needs of students who have dyscalculia disorder, in the teaching and learning process. The research carried out was conducted under the qualitative approach, which is characterized as an exploratory research. To collect the data, a questionnaire was proposed, with closed and open questions, to Mathematics teachers, who worked in the Final Years. To support this discussion, we used the concepts of authors such as Campos (2015), Bernardi (2014), Kosc (1974), Vieira (2004), among others. The results indicate that there is still a need to deepen knowledge on the part of Mathematics teachers, regarding the characteristics that students with this disorder present in the classroom and how they could contribute, in a more effective way, to their training. and development. Also, it is believed that such deepening should occur in the course of Undergraduate Degree Courses in Mathematics and/or continuing education courses.Este estudio tuvo como objetivo investigar si los profesores de Matemáticas, que ejercen la función docente en los Últimos Años de la Enseñanza Fundamental, estaban o no preparados para atender las necesidades educativas de los alumnos que presentan trastorno de discalculia, en el proceso de enseñanza y aprendizaje. La investigación realizada se realizó bajo el enfoque cualitativo, que se caracteriza por ser una investigación exploratoria. Para recolectar los datos, se propuso un cuestionario, con preguntas cerradas y abiertas, a los profesores de Matemáticas que trabajaban en los Últimos Años. Para apoyar esta discusión, utilizamos los conceptos de autores como Campos (2015), Bernardi (2014), Kosc (1974), Vieira (2004), entre otros. Los resultados indican que aún existe la necesidad de profundizar en el conocimiento por parte de los docentes de Matemáticas, respecto a las características que presentan en el aula los estudiantes con este trastorno y cómo podrían contribuir, de manera más efectiva, a su formación y desarrollo. Asimismo, se cree que tal profundización debe ocurrir en el transcurso de los Cursos de Licenciatura en Matemáticas y/o cursos de educación continua.Este trabalho teve por objetivo investigar se os professores de Matemática, que desempenham a função docente na etapa dos Anos Finais do Ensino Fundamental, estavam ou não preparados para atender as necessidades educacionais de alunos que possuem o transtorno de discalculia, no processo de ensino e aprendizagem. A pesquisa realizada foi conduzida sob a abordagem qualitativa, na qual se caracteriza como uma pesquisa exploratória. Para coletar os dados, ocorreu a proposta de um Questionário, com perguntas fechadas e abertas, a professores de Matemática, que atuavam nos Anos Finais. Para fundamentar a presente discussão, utilizou-se as concepções de autores como Campos (2015), Bernardi (2014), Kosc (1974), Vieira (2004), entre outros. Os resultados indicam que ainda é preciso haver o aprofundamento de conhecimentos por parte dos professores de Matemática, no que se refere às características que apresentam os alunos com esse transtorno em sala de aula e como poderiam contribuir, de forma mais efetiva, para a sua formação e desenvolvimento. Também, acredita-se que tal aprofundamento deveria ocorrer no desenrolar dos Cursos de Graduação em Licenciatura em Matemática e/ou de Cursos de formação continuada.Sociedade Brasileira de Educação Matemática (SBEM)2022-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/8910.37001/remat25269062v19id709Revista de Educação Matemática; Vol. 19 No. 01 (2022): Publicação Contínua; e022025Revista de Educação Matemática; Vol. 19 Núm. 01 (2022): Publicação Contínua; e022025Revista de Educação Matemática; v. 19 n. 01 (2022): Publicação Contínua; e0220252526-9062reponame:Revista de Educação Matemática (Online)instname:Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF)instacron:SBEMporhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/89/89https://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessSilva, Pedro Mikael SantosFigueiredo, Fabiane Fischer2023-07-05T16:51:04Zoai:ojs2.www.revistasbemsp.com.br:article/89Revistahttps://www.revistasbemsp.com.br/index.php/REMat-SPONGhttps://www.revistasbemsp.com.br/index.php/REMat-SP/oaidouglas.tinti@unicid.edu.br2526-90621676-8868opendoar:2023-07-05T16:51:04Revista de Educação Matemática (Online) - Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF)false
dc.title.none.fl_str_mv Dyscalculia and the teaching and learning process of Mathematics in the Final Years of Elementary School
La discalculia y el proceso de enseñanza y aprendizaje de las matemáticas en los últimos años de la Escuela Primaria
A discalculia e o processo de ensino e aprendizagem da Matemática nos Anos Finais do Ensino Fundamental
title Dyscalculia and the teaching and learning process of Mathematics in the Final Years of Elementary School
spellingShingle Dyscalculia and the teaching and learning process of Mathematics in the Final Years of Elementary School
Silva, Pedro Mikael Santos
Discalculia
Formação de Professores
Matemática
Anos Finais do Ensino Fundamental
Discalculia
Formación de profesores
Matemáticas
Últimos años de la escuela primaria
Dyscalculia
Teacher Training
Math
Final Years of Elementary School
title_short Dyscalculia and the teaching and learning process of Mathematics in the Final Years of Elementary School
title_full Dyscalculia and the teaching and learning process of Mathematics in the Final Years of Elementary School
title_fullStr Dyscalculia and the teaching and learning process of Mathematics in the Final Years of Elementary School
title_full_unstemmed Dyscalculia and the teaching and learning process of Mathematics in the Final Years of Elementary School
title_sort Dyscalculia and the teaching and learning process of Mathematics in the Final Years of Elementary School
author Silva, Pedro Mikael Santos
author_facet Silva, Pedro Mikael Santos
Figueiredo, Fabiane Fischer
author_role author
author2 Figueiredo, Fabiane Fischer
author2_role author
dc.contributor.author.fl_str_mv Silva, Pedro Mikael Santos
Figueiredo, Fabiane Fischer
dc.subject.por.fl_str_mv Discalculia
Formação de Professores
Matemática
Anos Finais do Ensino Fundamental
Discalculia
Formación de profesores
Matemáticas
Últimos años de la escuela primaria
Dyscalculia
Teacher Training
Math
Final Years of Elementary School
topic Discalculia
Formação de Professores
Matemática
Anos Finais do Ensino Fundamental
Discalculia
Formación de profesores
Matemáticas
Últimos años de la escuela primaria
Dyscalculia
Teacher Training
Math
Final Years of Elementary School
description This study aimed to investigate whether or not Mathematics teachers, who perform the teaching role in the Final Years of Elementary School, were prepared to meet the educational needs of students who have dyscalculia disorder, in the teaching and learning process. The research carried out was conducted under the qualitative approach, which is characterized as an exploratory research. To collect the data, a questionnaire was proposed, with closed and open questions, to Mathematics teachers, who worked in the Final Years. To support this discussion, we used the concepts of authors such as Campos (2015), Bernardi (2014), Kosc (1974), Vieira (2004), among others. The results indicate that there is still a need to deepen knowledge on the part of Mathematics teachers, regarding the characteristics that students with this disorder present in the classroom and how they could contribute, in a more effective way, to their training. and development. Also, it is believed that such deepening should occur in the course of Undergraduate Degree Courses in Mathematics and/or continuing education courses.
publishDate 2022
dc.date.none.fl_str_mv 2022-01-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/89
10.37001/remat25269062v19id709
url https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/89
identifier_str_mv 10.37001/remat25269062v19id709
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/89/89
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Sociedade Brasileira de Educação Matemática (SBEM)
publisher.none.fl_str_mv Sociedade Brasileira de Educação Matemática (SBEM)
dc.source.none.fl_str_mv Revista de Educação Matemática; Vol. 19 No. 01 (2022): Publicação Contínua; e022025
Revista de Educação Matemática; Vol. 19 Núm. 01 (2022): Publicação Contínua; e022025
Revista de Educação Matemática; v. 19 n. 01 (2022): Publicação Contínua; e022025
2526-9062
reponame:Revista de Educação Matemática (Online)
instname:Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF)
instacron:SBEM
instname_str Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF)
instacron_str SBEM
institution SBEM
reponame_str Revista de Educação Matemática (Online)
collection Revista de Educação Matemática (Online)
repository.name.fl_str_mv Revista de Educação Matemática (Online) - Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF)
repository.mail.fl_str_mv douglas.tinti@unicid.edu.br
_version_ 1798313494391554048

Registros relacionados