<p>The purpose of my study is to investigate teachers’ opinions about learning difficulties in mathematics.</p><p>I have read relevant literature on this subject. I have conducted interviews with seven class teachers, one special-needs teacher, a psychologist and one special-needs teachers who specifically worked with investigations concerning pupils with difficulties in mathematics.</p><p>The result of my study shows that learning difficulties in mathematics can/might be prevented if children in pre-school are introduced to mathematics as early as possible. This should be done in a delightful way in their daily activities and while there are playing. I didn’t find any complete method to help children with mathematics difficulties in compulsory school. But a good teaching method is to vary the teaching, strengthen pupil’s self-confidence and “talk mathematics”. It is important to make mathematics more understandable.</p><p>One of my conclusions is that there is a lack of research about learning difficulties in mathematics. Another conclusion from the literature is that it is hard to distinguish between different kinds of difficulties in mathematics.</p> / <p>Syftet med min studie är att undersöka pedagogers syn på elevers matematiksvårigheter.</p><p>För att få svar på mina frågor har jag läst relevant litteratur i ämnet samt intervjuat sju lärare, en speciallärare samt utredningspersonal.</p><p>Resultatet av undersökningen visar att man redan i förskolan genom leken och i det vardagliga arbetet med barnen bör arbeta med matematik för att förebygga matematiksvårigheter. Jag fann ingen färdig metod att använda i grundskolan för att avhjälpa matematiksvårigheter. Det man kan göra är att variera undervisningen, stärka självförtroendet och samtala om matematik för att matematiken ska bli mer begriplig för elever med svårigheter.</p><p>En av mina slutsatser är att det saknas forskning om matematiksvårigheter. En annan slutsats är att det finns litteratur i ämnet men det är ändå svårt att skilja de olika matematiksvårigheterna åt.</p>

The purpose of my study is to investigate teachers’ opinions about learning difficulties in mathematics. I have read relevant literature on this subject. I have conducted interviews with seven class teachers, one special-needs teacher, a psychologist and one special-needs teachers who specifically worked with investigations concerning pupils with difficulties in mathematics. The result of my study shows that learning difficulties in mathematics can/might be prevented if children in pre-school are introduced to mathematics as early as possible. This should be done in a delightful way in their daily activities and while there are playing. I didn’t find any complete method to help children with mathematics difficulties in compulsory school. But a good teaching method is to vary the teaching, strengthen pupil’s self-confidence and “talk mathematics”. It is important to make mathematics more understandable. One of my conclusions is that there is a lack of research about learning difficulties in mathematics. Another conclusion from the literature is that it is hard to distinguish between different kinds of difficulties in mathematics. / Syftet med min studie är att undersöka pedagogers syn på elevers matematiksvårigheter. För att få svar på mina frågor har jag läst relevant litteratur i ämnet samt intervjuat sju lärare, en speciallärare samt utredningspersonal. Resultatet av undersökningen visar att man redan i förskolan genom leken och i det vardagliga arbetet med barnen bör arbeta med matematik för att förebygga matematiksvårigheter. Jag fann ingen färdig metod att använda i grundskolan för att avhjälpa matematiksvårigheter. Det man kan göra är att variera undervisningen, stärka självförtroendet och samtala om matematik för att matematiken ska bli mer begriplig för elever med svårigheter. En av mina slutsatser är att det saknas forskning om matematiksvårigheter. En annan slutsats är att det finns litteratur i ämnet men det är ändå svårt att skilja de olika matematiksvårigheterna åt.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-09-21T17:34:55Z No. of bitstreams: 1 josemarceloguimaraesvillar.pdf: 3124465 bytes, checksum: 287e4a96ec7d01d437b06c31b1b8bf42 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-09-22T15:20:57Z (GMT) No. of bitstreams: 1 josemarceloguimaraesvillar.pdf: 3124465 bytes, checksum: 287e4a96ec7d01d437b06c31b1b8bf42 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-09-22T15:21:16Z (GMT) No. of bitstreams: 1 josemarceloguimaraesvillar.pdf: 3124465 bytes, checksum: 287e4a96ec7d01d437b06c31b1b8bf42 (MD5) / Made available in DSpace on 2017-09-22T15:21:16Z (GMT). No. of bitstreams: 1 josemarceloguimaraesvillar.pdf: 3124465 bytes, checksum: 287e4a96ec7d01d437b06c31b1b8bf42 (MD5) Previous issue date: 2017-06-28 / O presente trabalho, intitulado Discalculia na sala de aula de Matemática: um estudo de caso com dois estudantes, apresenta-se como um estudo preliminar dos aspectos neurológicos relacionados à dificuldade de aprendizagem na matemática, particularmente o distúrbio Discalculia. Primeiramente, elabora-se um questionário com docentes buscando investigar se os possíveis problemas na aprendizagem matemática se dão por fatores neurológicos. Após, é realizado outro questionário com profissionais da saúde procurando obter informações do processo de identificação, formas de tratamento, propostas de habilitação, orientações e propostas para o professor de matemática com o aluno discalcúlico. Por fim, dois alunos realizam um conjunto de exercícios problema, com intuito de identificar e reconhecer traços característicos da Discalculia, e atividades investigativas com perfil lúdico, utilizadas como ferramentas de intervenção pedagógica para reabilitar alunos com Discalculia e aqueles que apresentam problemas de aprendizagem na matemática. A análise buscou identificar as características ou sintomas por situação problema dentro do contexto de ensino. O estudo está fundamentado em leituras de vários teóricos, como Bastos (2008, 2016), Farrell (2008), Díaz (2011), Shalev et al. (2004, 2005, 2007), entre outros. A partir do questionário com os docentes, foi possível contatar que os mesmos, como não distinguem e nem reconhecem os termos dificuldades de aprendizagem, transtornos e distúrbios de aprendizagem, não foram capazes de identificar que as causas do déficit de aprendizagem na matemática também podem estar atribuídas às disfunções neurológicas, como é o caso do distúrbio de aprendizagem, a Discalculia. Já as especialistas reconheceram esse distúrbio, mas apontaram que esse tema ainda está em processo de pesquisa e que os problemas associados às dificuldades de aprendizagem, às vezes, são semelhantes e se sobrepõem, acarretando dificuldades na avaliação e identificação. A partir dos resultados obtidos das análises dos exercícios problemas, constatou-se que um dos alunos diagnosticado como discalcúlico apresentou fortes características de Discalculia. O outro, que não apresentava laudo, também apresentou traços significativos, surpreendendo. Importante salientar que esse resultado é inicial, havendo a necessidade de uma investigação com especialistas. Os resultados permitem afirmar também que os déficits apresentados nos sujeitos não foram necessariamente idênticos, mas qualitativamente diversificados. O estudo ressalta também a importância dos professores conhecerem as dificuldades dos alunos para que se tenha um planejamento e uma condução de ensino que corresponda aos mesmos. / This study, entitled Dyscalculia in the Mathematics classroom: a case study with two students, is presented as a preliminary study of the neurological aspects related to the difficulty of learning in mathematics, particularly the Dyscalculia disorder. Firstly, we made a questionnaire to teachers to investigate that it is possible problems in mathematical learning are due to neurological factors. After that, we made another questionnaire with health professionals, to get information on the identification process, treatment forms, habilitation proposals, guidelines and proposals for the math teacher with the dyscalculia student. Finally, two students perform a set of problem exercises in order to identify and recognize characteristic features of Dyscalculia, and research activities with a playful profile, used as pedagogical intervention tools to rehabilitate students with Dyscalculia and those with learning problems in mathematics. The analysis sought to identify the characteristics or symptoms by problem situation within the teaching context. The study is based on readings by several theorists, such as Bastos (2008, 2016), Farrell (2008), Díaz (2011), Shalev et al. (2004, 2005, 2007), Campos (2014), among others. From the questionnaire with the teachers, it was possible to contact them, as they do not distinguish and do not recognize the terms learning difficulties, disorders and learning disorders. Then, they were not able to identify that the causes of the learning deficit in mathematics can also be attributed to neurological dysfunctions, such as the learning disorder, Dyscalculia. Experts have acknowledged this disorder, but pointed out that this theme has still been in the process of researched and that problems associated with learning difficulties are sometimes similar and overlapping, leading to difficulties in evaluation and identification. From the results, that was obtained from the analyzes of the problem exercises, it was verified that one of the students diagnosed as dyscalculia presented strong characteristics of Dyscalculia. The other, which did not present an award, has also presented significant features, surprising. It is important to point out that this result is initial, and there is a need for an investigation with specialists. The results have also allowed us to affirm that the deficits presented in the subjects were not necessarily identical, but qualitatively diversified. The study has also highlighted the importance of teachers to know the difficulties of the students so that they have a planning and a teaching direction that corresponds to them.

Syftet med studien är att utveckla ett analytiskt ramverk som fungerar för analysering av 11 appar och kategorisera dem utifrån deras användbarhet i undervisningen av elever i matematiksvårigheter. Vilka undervisningsaspekter som valdes ut grundades på en anpassning för elever i svårigheter i matematik. Alla appar används av elever i förskoleklass eller grundskolan år 1-6. Det urval som gjorts för studien var appar som redan granskats av tidigare forskare. Aspekterna som valdes ut för studien var explicit undervisning, visuella representationer, belöningssystem och färdighetsträning. Apparnas möjlighet till explicit undervisning skapar förutsättningar för att eleverna ska bli självständiga och känna sig trygga. Visuella repesentationer presenterar om appen ger eleven ett bildligt verktyg för att kunna utveckla sitt lärande. Området belöningssystem i apparna erbjuder återkoppling och skapar förutsättningar till engagemang hos eleven. Om eleven får utöva färdighetsträning kommer arbetsminnet att stärkas och den matematiska förmågan att utvecklas. Det är viktigt att lösa många uppgifter för att nå djupare kunskaper i matematikämnet.  Studien resulterade i att det analytiska ramverket kan användas av lärare för att analysera vilka aspekter som ger ett fungerande stöd för elever i matematiksvårigheter, när de arbetar i den utvalda appen. / The purpose of the study is to develop and use an analytical framework that works for the analysis of 11 apps and categorize them based on their applicability in teaching students with mathdifficulties. Which teaching aspects were selected was based on an adaptation for students with difficulties years 1-6. The selection made for the study was apps that are already being reviewed by previous researchers. The aspects selected for the study were explicit teaching, visual representations, reward systems and skilling training. The apps opportunity for explicit teaching creates the condition for students to become independent and confident. Visual representations present whether the app gives the students a pictorial tool to be able to develop their learning. The area of rewards systems in the apps offers feedback and creates conditions for the students commitment. If the student is allowed to practice skills training, the working memory will be strengthened, and the mathematical ability will be developed. It is important to solve many tasks to reach deeper knowledge in the subject of mathematics. The study resulted in an analytical framework that provides a tool for teachers. The tool can be used when scrutinizing apps aiming for a functional support for students with mathematical difficulties.