Dyscalculia in the school reality: the teacher's perception in the identification of this learning difficulty in basic education

• Autor(a) principal: Viana, Adan Cardoso Franco Viana
• Data de Publicação: 2023
• Outros Autores: Oliveira, Ana Maria Libório de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação e Políticas em Debate
• Texto Completo: https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/68154
• topic: Discalculia; Discalculia. Discalculia de aprendizagem; Matemática; EDUCAÇÃO; Educação Especial e Inclusiva; Educação Inclusiva; Dyscalculia; Learning difficulty; Mathematics; Discalculia; Dificultad de aprendizaje; Matemáticas

The present article presents the results of the research carried out for the Course Conclusion Paper of the Degree in Mathematics, addressing the issue of dyscalculia, a specific learning difficulty in Mathematics. The research was limited to checking the perception of Mathematics teachers working from 6th to 9th grade in a public school in Gama, Brasília, Brazil, about the subject. The theme is presented with its definitions, difficulties and classifications. To collect the data, an electronic questionnaire was used, with ten open and closed questions. The methodology used was qualitative, and the answers obtained were analyzed interpretatively. The results point out that the identification of this difficulty is still incipient, and educational institutions should promote actions and public policies for a greater debate in undergraduate courses, which can reduce the gap between the different levels of learning and the specificities of the student, especially those who have difficulties.