Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-06-30T14:44:01Z No. of bitstreams: 1 DIS_LANUZIA_ALMEIDA_BRUM_AVILA_COMPLETO.pdf: 8869954 bytes, checksum: 2666ac77fda75936a954ebc25a1a7b8d (MD5) / Made available in DSpace on 2017-06-30T14:44:01Z (GMT). No. of bitstreams: 1 DIS_LANUZIA_ALMEIDA_BRUM_AVILA_COMPLETO.pdf: 8869954 bytes, checksum: 2666ac77fda75936a954ebc25a1a7b8d (MD5) Previous issue date: 2017-03-28 / This study is linked to the Project Evaluation of Children at Risk of Learning Disorders - ACERTA, which begun in 2013, supported by Coordination of Improvement of Higher Level Personnal - CAPES, at Brain Institute of Rio Grande do Sul - INSCER / PUCRS. It aims to ?Analyze the evolution of the development of mathematical skills involved in Dyscalculia of childrens presenting indications of this disorder, after performing pedagogical interventions?. The research was performed in three stages. The first consisted of the psychopedagogal evaluation of 29 participant children between 9 and 12 years old, by means of the Transcodification Test (MOURA; MADEIRA; CHAGAS; LONNEMANN; KRINZINGER; WILLMES; HAASE, 2013) and the Arithmetic?s Subtest (STEIN, 1994), of which 15 were selected to participate in the interventions, six children composing the control group and nine children the experimental group. As a threshold for the selection, children were submitted to the Wechler Abreviated Scale of Inteligence - WASI (2014), being necessary, according to the bibliography regarding the subject, IQ equal to or greater than 85 and its responsibles responded to anamnese, allowing the exclusion of children which already presented other kinds of neurological problems. In the second stage, the psychopedacogical interventions were elaborated, distributed in five 2 hours classrooms for the control group and 10 1 hour sessions to the experimental group. For the control group, group activities were carried out following a planning that was closer to that done in class. For the experimental group, the interventions were planned including differentiated games for each children, taking into account their lagging mathematical skills and the skills that needed to be recovered, considering each one of the subcategories of Dyscalculia defined by Kosc (1974). In the third stage, the tests that were done in the first stage were repeated, with the intention to do the reevaluation of the children, from both groups, after the intervention period. To the control group, the same interventions done with the experimental group were provided aiming a second reevaluation. To analyze the results, procedures indicated by the literature for each test were followed, based on the score for the corrections. The study presents a quantitativequalitative meticulous analysis of each children, priorizing individual performance, emphasizing the mathematical skills that were potencialized, verifying advances and modifications that occurred in their performance. To statistically validate the results, Test t of Student was performed to the same variancies and to paired samples, aiming to verify if there were significant differencies at the children?s performance in both groups. From the numerical results, graphs and tables were constructed with the intention to illustrate the performance?s variations regarding each children?s skills. After the analysis, it is seen that, overall, children presented significative improvement in their cognitive skills, after theindividual psychopedagogal intervention. It is evident that the games played during the treatments were effective to the treatment of children presenting indications of Dyscalculia, contributing to come to conclusion that lagged mathematical skills can be recovered, enhancing the existing. / O presente estudo est? vinculado ao Projeto Avalia??o de Crian?as em Risco de Transtornos de Aprendizagem - ACERTA, o qual iniciou em 2013, apoiado pela Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES, no Instituto do C?rebro do Rio Grande do Sul - INSCER / PUCRS. Tem como objetivo ?Analisar a evolu??o do desenvolvimento das habilidades matem?ticas envolvidas na Discalculia de crian?as com ind?cios desse transtorno, ap?s a realiza??o de interven??es psicopedag?gicas?. A pesquisa ocorreu em tr?s etapas. A primeira consistiu na avalia??o psicopedag?gica de 29 crian?as participantes com idades entre 9 e 12 anos, por meio do Teste de Transcodifica??o (MOURA; MADEIRA; CHAGAS; LONNEMANN; KRINZINGER; WILLMES; HAASE, 2013) e o Subteste de Aritm?tica (STEIN, 1994), das quais, a partir dos resultados dos testes, foram selecionadas 15 para participarem das interven??es, sendo seis crian?as compondo o grupo controle e nove crian?as o grupo experimental. Como linha de corte para sele??o, as crian?as foram submetidas ? Escala Wechsler Abreviada de Intelig?ncia - WASI (2014), sendo necess?rio, conforme bibliografia sobre o tema, QI igual ou superior a 85 e seus respons?veis responderam ? anamnese, possibilitando a exclus?o das crian?as que j? apresentavam outros tipos de problemas neurol?gicos. Na segunda etapa, foram elaboradas as interven??es psicopedag?gicas, distribu?das em cinco aulas de 2 horas para os atendimentos com o grupo controle e 10 sess?es de 1 hora para os atendimentos com o grupo experimental. Para o grupo controle, foram realizadas atividades em grupo seguindo um planejamento mais pr?ximo do realizado em aula. J?, para o grupo experimental, as interven??es foram planejadas com jogos diferenciados para cada crian?a, levando-se em conta suas habilidades matem?ticas em defasagem e as habilidades que necessitavam ser reabilitadas, considerando cada uma das subcategorias de Discalculia definidas por Kosc (1974). Na terceira etapa, retomaram-se os testes utilizados na primeira etapa, na inten??o de realizar a reavalia??o das crian?as, de ambos os grupos, ap?s o per?odo de interven??o. Ao grupo controle, ainda foram oportunizadas as mesmas interven??es realizadas com o grupo experimental visando uma segunda reavalia??o. Para analisar os resultados obtidos, seguiu-se o indicado pela literatura de cada teste, baseando-se no escore para as corre??es. Apresenta uma an?lise qualitativa-quantitativa minuciosa de cada crian?a, priorizando o seu desempenho individual, ressaltando as habilidades matem?ticas que foram potencializadas, verificando avan?os e modifica??es ocorridas em sua performance. Para validar estatisticamente os resultados, realizou-se o Teste t de Student para vari?ncias iguais e para amostras pareadas, na inten??o de verificar se houve diferen?as significativas no desempenho das crian?as de ambos os grupos. A partir dos resultados num?ricos, gr?ficos e tabelas foram constru?dos com a pretens?o de ilustrar as varia??es no desempenho em rela??o ?s habilidades de cada uma das crian?as. Ap?s a an?lise, verifica-se que, de modo geral, as crian?as apresentaram melhoras significativas em suas habilidades cognitivas, ap?s a interven??o psicopedag?gica individual. Evidencia que os jogos utilizados nos atendimentos foram eficazes para o tratamento de crian?as com ind?cios de Discalculia, contribuindo para concluir que as habilidades matem?ticas em defasagem podem ser reabilitadas, potencializando as existentes.