Η παρούσα εργασία αποτελεί μια μελέτη πάνω στις Μαθησιακές Δυσκολίες και ιδιαίτερα τις δυσκολίες που αντιμετωπίζουν οι μαθητές στα Μαθηματικά. Μελετάται επίσης ειδικότερα και το φαινόμενο της Δυσαριθμησίας. Αρχικά γίνεται μία γενική θεώρηση των Μαθησιακών Δυσκολιών και παραθέτονται τα χαρακτηριστικά των μαθητών με Μαθησιακές Δυσκολίες, έτσι ώστε ο καθηγητής του γενικού σχολείου παρατηρώντας τη συμπεριφορά του μαθητή να τον διακρίνει από τους τυπικούς μαθητές. Ακολουθεί η παρουσίαση των προτεινόμενων τεχνικών διδασκαλίας και στρατηγικών αντιμετώπισης. Η επιλογή αυτών των τεχνικών και στρατηγικών όμως γίνεται με γνώμονα τη δυνατότητα εφαρμογής από εκπαιδευτικό γενικής αγωγής στη Δευτεροβάθμια Εκπαίδευση. Στη συνέχεια παραθέτονται ενδεικτικά Σχέδια Διδασκαλίας μέσω δραστηριοτήτων σε κάποιες ενότητες, με στόχο να ενσωματωθούν σε αυτές κατά το δυνατόν περισσότερες από τις προτεινόμενες προσαρμογές. Ως δεδομένο θεωρείται ότι στην τάξη για την οποία σχεδιάζεται η διδασκαλία υπάρχουν μαθητές με Μαθησιακές Δυσκολίες, οι οποίοι αντιμετωπίζουν δυσκολίες σε συγκεκριμένες δεξιότητες, που οι έρευνες σχετίζουν με την μαθηματική επίδοση. Με αυτή την υπόθεση, η διδασκαλία απευθύνεται σε όλους τους μαθητές, βοηθάει εξαιρετικά τα άτομα με Μαθησιακές Δυσκολίες και δεν δημιουργεί πρόβλημα στους προχωρημένους ή/και τους άριστους μαθητές. / The present work is a study of the existing literature about Learning Disabilities and particularly the difficulties faced by students in Mathematics. Also specifically studied the phenomenon of Dyscalculia. Originally is presented an overview of Learning Disabilities and the characteristics of students with Learning Disabilities, in order to distinguish them from the typical students. The teacher of general school can observe the behavior of these students and distinguish them from the typical students. Next follows the presentation of the proposed teaching techniques and strategies. The choice of which is driven by the possibility of application from the teacher of general school in Secondary Education. Then are cited some teaching projects through activities in some sections in order to incorporate them as much as possible over the proposed adjustments. Considered as a given that the class, for which the specific teaching is designed, contains students with Learning Disabilities, who face difficulties in specific skills, which investigations relate to math performance. In this case, the teaching is open to all students, it helps extremely students with Learning Disabilities and there is not a problem for advanced and / or topnotch students.

Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2017-05-24T21:56:11Z No. of bitstreams: 1 DISS_2014_Lilian Leandro da Fonseca.pdf: 2493857 bytes, checksum: 0354052951deb7d5ee638656846e7206 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-05-25T15:07:40Z (GMT) No. of bitstreams: 1 DISS_2014_Lilian Leandro da Fonseca.pdf: 2493857 bytes, checksum: 0354052951deb7d5ee638656846e7206 (MD5) / Made available in DSpace on 2017-05-25T15:07:40Z (GMT). No. of bitstreams: 1 DISS_2014_Lilian Leandro da Fonseca.pdf: 2493857 bytes, checksum: 0354052951deb7d5ee638656846e7206 (MD5) Previous issue date: 2014-04-08 / CAPES / Este trabalho corresponde a uma pesquisa de mestrado pertencente ao Grupo de Estudos e Pesquisas em Educação Matemática - GRUEPEM, do Programa de Pós-Graduação, do Instituto de Educação, da Universidade Federal de Mato Grosso – PPGE/IE/UFMT. Temos as dificuldades de aprendizagem em Matemática como tema dessa pesquisa, que visa responder a seguinte questão: o que revelam os diagnósticos e os encaminhamentos dados por professores que atuam no 5º ano do Ensino Fundamental a alunos em situação de dificuldades de aprendizagem em matemática? Foi realizado levantamento de produções que contemplassem o tema para melhor compreensão do assunto e composição do aporte teórico da pesquisa. Já que o termo dificuldade de aprendizagem tem sido utilizado de maneira generalizada em diferentes áreas o que dificulta sua melhor conceituação. Para composição teórica e melhor interpretação dos dados, temos por base CHABANNE (2006), CHARLOT (2000/2013) e SILVA (2009). Na compreensão que a aprendizagem acontece quando há mobilização do sujeito, fatores relacionados ao contexto sócio afetivo, ao ensino e ou ao tempo de desenvolvimento cognitivo do ser humano, podem influenciar na aprendizagem da Matemática, de modo que o aluno possa momentaneamente apresentar-se em situação de dificuldade de aprendizagem na Matemática. A Metodologia utilizada foi a qualitativa de análise interpretativa, fundamentada em BOGDAN & BIKLEN (1994), TRUJILLO (2009). A pesquisa foi desenvolvida em duas escolas estaduais do município de Cuiabá, estado de Mato Grosso. Essas escolas são parceiras do projeto Observatório da Educação, com foco em Matemática e Iniciação às Ciências - polo UFMT e estão localizadas em bairros da região sul. Os sujeitos da pesquisa somam em 2 professores regentes e 2 professores articuladores do 5º ano do ensino Fundamental, sendo dois de cada escola. Como instrumentos de análise da pesquisa, destacamos: documentos fornecidos pelo projeto, documentos fornecidos pelas escolas, caderno de alunos encaminhados para sala articulação, questionários e entrevistas aos professores regentes e articuladores. Como categorias para análise dos dados consideramos a abordagem tradicional e a construtivista. As análises demonstraram que os professores parecem transitar entre as duas abordagens exploradas nessa pesquisa, tanto para ensino e aprendizagem da Matemática, quanto para dificuldade de aprendizagem em matemática. A sala de articulação apresenta um número significativo de alunos ausentes, dificultando o apoio pedagógico para que os alunos avancem na aprendizagem. Na indicação de alunos para sala de articulação, alguns professores regentes não descrevem em documentos a dificuldade do aluno para melhor encaminhamento de atividades pelo articulador. Estes demonstram não ter um processo diagnóstico adequado de cada aluno, o que nos leva a refletir sobre sua formação. Tanto nos documentos dos professores quanto nos relatórios dos articuladores foi possível perceber a tendência destes em homogeneizar as dificuldades dos alunos e focarem nas quatro operações fundamentais, indo de encontro aos resultados do simulado aplicado no ano de 2013 que evidenciaram a necessidade do professor explorar outros descritores, como geometria e resolução de problemas. Na análise de atividades propostas em sala de articulação percebemos uma significativa presença de atividades de memorização em relação a outras propostas, como situação problema. Esses dados demonstram a fragilidade das escolas para alunos em situação de dificuldade de aprendizagem em Matemática, reforçando a necessidade de maior discussão das DAM na formação inicial e continuada. / This study corresponds to a research of masters degree of to the Group of Studies and Research in Mathematics Education - GRUEPEM, of post-graduation program of Education Institute of Federal University of Mato Grosso - PPGE / IE / UFMT . The learning difficulties in mathematics is a subject of this research, which aims to answer the following question: what is revealed on diagnoses and referrals given by teachers who work in the 5th year of elementary school to students with learning disability in mathematics? Survey of productions that addressed the issue for the better understanding of the subject and composition of the theoretical contribution of the research was conducted. Since the term learning disability has been used in a generalized way in different areas hindering their best conceptualization. To better composition and theoretical interpretation of the data, we based CHABANNE (2006), CHARLOT ( 2000/2013) and Silva (2009). Understanding that learning happens when there is mobilization of the subject factors related to socio-affective context, teaching and or time of cognitive development of human beings can influence the learning of mathematics, so that students can briefly be presented in situation of learning difficulties in mathematics. The methodology used was qualitative interpretative analysis supported by BOGDAN & BIKLEN (1994), TRUJILLO (2009). The research was conducted in two public schools in the city of Cuiabá, state of Mato Grosso. These schools are partners of the Observatory for Education project, focusing on Mathematics and introduction to Science at Home - Pole UFMT and neighborhoods are located in the southern region. The subjects of research are two school teachers and two articulators teachers of the 5th year of elementary school, two in each school. As categories for data analysis considered the traditional and constructivist approach. As analytical tools of research include: Documents provided by the project, documents provided by schools, students referred for tender joint room, questionnaires and interviews with school teachers and articulators teachers. The analyzes showed that teachers appear to transfer between the two approaches explored in this research, both for teaching and learning of mathematics, and for learning disability in math's. The tender joint room has a significant number of absent students, making the pedagogical support for students to advance in learning difficult. In the indication of students to articulation room, some school teachers do not describe in the documents the difficulty the student to better forwarding activities by articulator. These shows do not have a proper diagnosis process of each student, which leads us to reflect on their training. Both the documents of the teachers and the reports of the articulators was possible to realize the trend in homogenizing these students difficulties and focus on the four fundamental operations, according to the results of the simulated applied in 2013 that showed the need for the teacher to explore other descriptors, such as geometry and resolution of problems. These demonstrate the fragility of schools for students in a situation of learning difficulties in Mathematics, strengthening the need for greater discussion of DAM in initial and continuing training.

Made available in DSpace on 2016-04-27T17:13:04Z (GMT). No. of bitstreams: 1 Eduardo de Oliveira Correa.pdf: 33215806 bytes, checksum: 369d81888533519f87172ce0a4cd75ad (MD5) Previous issue date: 2007-12-17 / Made available in DSpace on 2016-08-25T17:25:42Z (GMT). No. of bitstreams: 2 Eduardo de Oliveira Correa.pdf.jpg: 3792 bytes, checksum: 747ab6b15d1445c8478f7f47df754061 (MD5) Eduardo de Oliveira Correa.pdf: 33215806 bytes, checksum: 369d81888533519f87172ce0a4cd75ad (MD5) Previous issue date: 2007-12-17 / Secretaria da Educação do Estado de São Paulo / This work presents mathematics activities that were elaborated with the objective of identifying the students' individual difficulties with respect to the mathematical knowledge. The objective of that identification is the improvement of the conditions of the students' learning. The subject of the research are students of the third year of the medium teaching of a state public school. The used theoretical referential is it of Philippe Perrenoud's Differentiated Pedagogy. In that theory, so that the student can live learning situations, it is necessary to develop a teaching that takes into account existent differences among the students. The method of analysis of the data is of qualitative stamp and the data were obtained through regular mathematical activities of the class. The results of the research evidenced that the identification of individual difficulties of each one of the students favors the choices of more effective teaching approaches to face them / Este trabalho apresenta atividades de matemática que foram elaboradas com o objetivo de identificar dificuldades individuais dos estudantes no que tange ao conhecimento matemático. O alvo dessa identificação é a melhoria das condições de aprendizado dos estudantes. Os sujeitos da pesquisa são estudantes do terceiro ano do ensino médio de uma escola pública estadual. O referencial teórico utilizado é o da Pedagogia Diferenciada de Philippe Perrenoud. Nessa teoria, para que o estudante possa vivenciar situações de aprendizagem, é necessário desenvolver um ensino que leve em conta diferenças existentes entre os estudantes. O método de análise dos dados é de cunho qualitativo e os dados foram obtidos por meio de atividades matemáticas regulares da classe. Os resultados da pesquisa evidenciaram que a identificação de dificuldades individuais de cada um dos estudantes favorece as escolhas de abordagens de ensino mais eficazes para enfrentá-las.

Orientador: Lourdes de la Rosa Onuchic / Banca: Rosana Giaretta Sguerra Miskulin / Banca: Raquel Normandia Moreira Brumatti / Resumo: Esta pesquisa tem como objetivo trabalhar a Análise Combinatória, fazendo uso da Metodologia de Ensino-Aprendizagem-Avaliação de Matemática através da Resolução de Problemas. Abordamos, em nossa fundamentação teórica, a Análise Combinatória contida na Matemática Discreta, iniciando a pesquisa com uma introdução histórica da Análise Combinatória, seguida por uma análise de livros didáticos e pela busca de trabalhos de outros autores que se referiam ao ensino e à aprendizagem desse conteúdo. Criamos três projetos para trabalhar com a metodologia de ensino adotada por nós, em três cenários diferentes, onde a pesquisadora assumiu três posturas diferentes frente ao problema da pesquisa: como uma professora-pesquisadora, com seus próprios alunos, em sua sala de aula; como uma pesquisadora, ministrando uma oficina de trabalho, em um encontro de Educação Matemática, tendo como participantes, professores, educadores matemáticos e até alunos da Licenciatura em Matemática; e, como uma pesquisadora, em Encontros em Educação Matemática, divulgando sua pesquisa. Através da análise dos dados, obtidos nas aplicações dos três projetos, pudemos mostrar como os participantes desses projetos se envolveram ao fazer uso da metodologia de ensino adotada e relatamos as contribuições que trouxeram para nossa pesquisa. Verificamos que houve envolvimento ativo dos participantes na construção de novos conceitos e conteúdos, através da resolução dos problemas propostos, por meio de um trabalho investigativo, que proporcionou uma aprendizagem com compreensão e significado, com resultados importantes para a prática docente. Esta pesquisa foi desenvolvida seguindo a Metodologia de Pesquisa apresentada por Thomas A. Romberg. / Abstract: This paper has the objective to study the Combinatory Analysis using Methodology of Teaching-Learning-Assessment of Mathematics through Problem Solving. In our theoretical fundamentation we address the Combinatory Analysis contained in the Discrete Mathematics, starting the research with a historical introduction of the Combinatory Analysis followed by a review of textbooks and the search for other author's articles concerning this content's teaching and learning. We have developed three projects to apply the teaching methodology we adopted in three different settings, where the researcher played three distinct roles facing the research's problem: a) as a teacher-researcher, with her own students in her own classroom; b) as a researcher, conducting a workshop in a Mathematical Education conference, with teachers, mathematics educators and graduate students; c) as a researcher, in Mathematics Education Conferences divulgating her research. By analyzing all the data obtained in the application of the three projects we could show how the participants were engaged in using the adopted teaching methodology and we also reported the contributions they have brought to our research. We could verify that there was significant involvement from all the participants in the construction of new concepts and contents by solving the proposed problems in an investigative way, providing a different learning, full of understanding and meaning, with very significant results in terms of teaching practice. This research was developed following the Research Methodology presented by Thomas A. Romberg. / Mestre

<p>One of the big problems of the Swedish nine-year compulsory school is the large number of pupils who fail to achieve a satisfactory standard in mathematics. One explanation that has been increasingly considered over the last ten years is that the pupils have dyscalculia. Some research suggests that 6 per cent of compulsory school pupils suffer from this dysfunction, which would in that case make it one of the Swedish school’s greatest teaching problems.</p><p>The purpose of this thesis is to examine this problem area from two aspects. First of all by examining the concept of dyscalculia by means of a review of the literature from 1992 onwards. The second perspective has as its starting point a case study where the purpose was to give a detailed picture of the pupil with mathematics problems. The latter part of the study was carried out over a six-year period when 200 pupils, 13 of them with particular mathematics problems, were studied in detail.</p><p>A point of departure for the study was provided by a large database where as much information as possible was collected about pupils from Year 5 of the nine-year compulsory school to Year 2 of the three-year upper secondary school. The pupils were asked to fill in regular questionnaires and classroom observations were made of roughly 100 mathematics lessons, 40 of which were recorded on video. Finally there were in-depth interviews of the 13 pupils on two occasions, the final one being during Year 2 of the upper secondary school.</p><p>The review of the research showed a series of dubious and indistinct circumstances surrounding the dyscalculia concept, and also ambiguity with regard to the diagnosis of dyscalculia. The conclusion of the review was that the concept of dyscalculia ought at present to be used with great caution, or perhaps not at all. Admittedly the review does not provide grounds for totally dismissing the dyscalculia concept, but as long as it remains impossible to determine the concept unambiguously, and I have not been able to do this in the course of this study, there are no good scientific grounds for using the term dyscalculia in practice.</p><p>The empirical study shows the complexity of the problem area. Both the causes suggested by the pupils as the origin of the problem and the measures that helped them to obtain their mathematics grades form a complex pattern. The low work input of the pupils during mathematics lessons, an unsettled working environment, large classes, problems of stress and anxiety prior to tests, and obstructive gender patterns are among the causes suggested by the pupils as explanations of the occurrence of the mathematics problems. Good teachers, in other words teachers who can explain, set limits and give encouragement, were a significant factor in reversing the downward trend. Positive experiences of school changes, where the pupil felt that he or she could start again from the beginning, were also mentioned as significant by several pupils. Collaboration with fellow-pupils and the fact that the pupils themselves decided to get to grips with the problems were other important reasons for the change. The prospects of students with specific problems in mathematics nevertheless being able to leave compulsory school with satisfactory grades appear, however, from the results of this study, to be bright. All the pupils left the compulsory school with satisfactory mathematics grades and also completed mathematics studies at upper secondary school, despite major problems in the subject at intermediate school (age 10-13) stage.</p><p>The study indicates the need for research closer to the actual practical situation and to the importance of emphasizing good examples in practice. As the students themselves emphasize discrete communication between them as significant in the subject of mathematics, this is also an important area for future research.</p>

The purpose of this study was to examine the effects of the computer software Frizbi Mathematics 4 on 4th grade student&rsquo / s mathematics achievement, retention, attitudes toward mathematics and attitude toward computer assisted learning. Two groups (experimental and control) of primary school students from &ldquo / Sht. Osman Ahmet&rdquo / primary school in Gazimagusa, North Cyprus were used in this study. Control group was taught using a lecture-based traditional instruction and experimental group was taught using educational software, namely Frizbi Mathematics 4. The control group consisted of 26 students where the experimental group consisted of 29 students. The groups were compared on achievement of mathematics, retention, and attitude toward mathematics and computer assisted learning. The study was conducted in spring semester of 2006-2007 academic year and included three units, Multiplication of Natural Numbers, Division of Natural Numbers, and Fractions. Scores on achievement tests were collected three times / at the beginning of the study, immediately after the intervention, and 4 months later. Mathematics attitude scale and computer assisted learning attitude scale were administrated only two times / at the beginning of the study and immediately after the completion of the study. A series of ANOVAs for repeated measures revealed significant difference between the groups on the post achievement tests and attitude scales in favor of experimental group. However, statistically significant differences in favor of treatment group, on the retention tests was attained on the multiplication and division units but not on fractions. The evidence indicates that Frizbi Mathematics 4 for learning and teaching mathematics at the primary school level in Turkish Republic of Northern Cyprus (TRNC) is an effective tool.

One of the big problems of the Swedish nine-year compulsory school is the large number of pupils who fail to achieve a satisfactory standard in mathematics. One explanation that has been increasingly considered over the last ten years is that the pupils have dyscalculia. Some research suggests that 6 per cent of compulsory school pupils suffer from this dysfunction, which would in that case make it one of the Swedish school’s greatest teaching problems. The purpose of this thesis is to examine this problem area from two aspects. First of all by examining the concept of dyscalculia by means of a review of the literature from 1992 onwards. The second perspective has as its starting point a case study where the purpose was to give a detailed picture of the pupil with mathematics problems. The latter part of the study was carried out over a six-year period when 200 pupils, 13 of them with particular mathematics problems, were studied in detail. A point of departure for the study was provided by a large database where as much information as possible was collected about pupils from Year 5 of the nine-year compulsory school to Year 2 of the three-year upper secondary school. The pupils were asked to fill in regular questionnaires and classroom observations were made of roughly 100 mathematics lessons, 40 of which were recorded on video. Finally there were in-depth interviews of the 13 pupils on two occasions, the final one being during Year 2 of the upper secondary school. The review of the research showed a series of dubious and indistinct circumstances surrounding the dyscalculia concept, and also ambiguity with regard to the diagnosis of dyscalculia. The conclusion of the review was that the concept of dyscalculia ought at present to be used with great caution, or perhaps not at all. Admittedly the review does not provide grounds for totally dismissing the dyscalculia concept, but as long as it remains impossible to determine the concept unambiguously, and I have not been able to do this in the course of this study, there are no good scientific grounds for using the term dyscalculia in practice. The empirical study shows the complexity of the problem area. Both the causes suggested by the pupils as the origin of the problem and the measures that helped them to obtain their mathematics grades form a complex pattern. The low work input of the pupils during mathematics lessons, an unsettled working environment, large classes, problems of stress and anxiety prior to tests, and obstructive gender patterns are among the causes suggested by the pupils as explanations of the occurrence of the mathematics problems. Good teachers, in other words teachers who can explain, set limits and give encouragement, were a significant factor in reversing the downward trend. Positive experiences of school changes, where the pupil felt that he or she could start again from the beginning, were also mentioned as significant by several pupils. Collaboration with fellow-pupils and the fact that the pupils themselves decided to get to grips with the problems were other important reasons for the change. The prospects of students with specific problems in mathematics nevertheless being able to leave compulsory school with satisfactory grades appear, however, from the results of this study, to be bright. All the pupils left the compulsory school with satisfactory mathematics grades and also completed mathematics studies at upper secondary school, despite major problems in the subject at intermediate school (age 10-13) stage. The study indicates the need for research closer to the actual practical situation and to the importance of emphasizing good examples in practice. As the students themselves emphasize discrete communication between them as significant in the subject of mathematics, this is also an important area for future research.

Made available in DSpace on 2014-06-11T19:24:52Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-02-24Bitstream added on 2014-06-13T20:52:44Z : No. of bitstreams: 1 souza_acp_me_rcla.pdf: 6507132 bytes, checksum: a4ba6e1c2a6b5b1061118d1485c4e613 (MD5) / See-Sp / Esta pesquisa tem como objetivo trabalhar a Análise Combinatória, fazendo uso da Metodologia de Ensino-Aprendizagem-Avaliação de Matemática através da Resolução de Problemas. Abordamos, em nossa fundamentação teórica, a Análise Combinatória contida na Matemática Discreta, iniciando a pesquisa com uma introdução histórica da Análise Combinatória, seguida por uma análise de livros didáticos e pela busca de trabalhos de outros autores que se referiam ao ensino e à aprendizagem desse conteúdo. Criamos três projetos para trabalhar com a metodologia de ensino adotada por nós, em três cenários diferentes, onde a pesquisadora assumiu três posturas diferentes frente ao problema da pesquisa: como uma professora-pesquisadora, com seus próprios alunos, em sua sala de aula; como uma pesquisadora, ministrando uma oficina de trabalho, em um encontro de Educação Matemática, tendo como participantes, professores, educadores matemáticos e até alunos da Licenciatura em Matemática; e, como uma pesquisadora, em Encontros em Educação Matemática, divulgando sua pesquisa. Através da análise dos dados, obtidos nas aplicações dos três projetos, pudemos mostrar como os participantes desses projetos se envolveram ao fazer uso da metodologia de ensino adotada e relatamos as contribuições que trouxeram para nossa pesquisa. Verificamos que houve envolvimento ativo dos participantes na construção de novos conceitos e conteúdos, através da resolução dos problemas propostos, por meio de um trabalho investigativo, que proporcionou uma aprendizagem com compreensão e significado, com resultados importantes para a prática docente. Esta pesquisa foi desenvolvida seguindo a Metodologia de Pesquisa apresentada por Thomas A. Romberg. / This paper has the objective to study the Combinatory Analysis using Methodology of Teaching-Learning-Assessment of Mathematics through Problem Solving. In our theoretical fundamentation we address the Combinatory Analysis contained in the Discrete Mathematics, starting the research with a historical introduction of the Combinatory Analysis followed by a review of textbooks and the search for other author’s articles concerning this content’s teaching and learning. We have developed three projects to apply the teaching methodology we adopted in three different settings, where the researcher played three distinct roles facing the research’s problem: a) as a teacher-researcher, with her own students in her own classroom; b) as a researcher, conducting a workshop in a Mathematical Education conference, with teachers, mathematics educators and graduate students; c) as a researcher, in Mathematics Education Conferences divulgating her research. By analyzing all the data obtained in the application of the three projects we could show how the participants were engaged in using the adopted teaching methodology and we also reported the contributions they have brought to our research. We could verify that there was significant involvement from all the participants in the construction of new concepts and contents by solving the proposed problems in an investigative way, providing a different learning, full of understanding and meaning, with very significant results in terms of teaching practice. This research was developed following the Research Methodology presented by Thomas A. Romberg.

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.