Dyscalculia in the school reality: the teacher's perception in the identification of this learning difficulty in basic education
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 f...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal de Uberlândia (UFU) |
| Repositorio: | Revista Educação e Políticas em Debate |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.www.seer.ufu.br:article/68154 |
| Acceso en línea: | https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/68154 |
| Access Level: | acceso abierto |
| Palabra clave: | Discalculia Discalculia. Discalculia de aprendizagem Matemática EDUCAÇÃO Educação Especial e Inclusiva Educação Inclusiva Dyscalculia Learning difficulty Mathematics Dificultad de aprendizaje Matemáticas |
| Sumario: | 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. |
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