Dyscalculia and the teaching and learning process of Mathematics in the Final Years of Elementary School

Abstract

This study aimed to investigate whether or not Mathematics teachers, who perform the teaching role in the Final Years of Elementary School, were prepared to meet the educational needs of students who have dyscalculia disorder, in the teaching and learning process. The research carried out was conducted under the qualitative approach, which is characterized as an exploratory research. To collect the data, a questionnaire was proposed, with closed and open questions, to Mathematics teachers, who worked in the Final Years. To support this discussion, we used the concepts of authors such as Campos (2015), Bernardi (2014), Kosc (1974), Vieira (2004), among others. The results indicate that there is still a need to deepen knowledge on the part of Mathematics teachers, regarding the characteristics that students with this disorder present in the classroom and how they could contribute, in a more effective way, to their training. and development. Also, it is believed that such deepening should occur in the course of Undergraduate Degree Courses in Mathematics and/or continuing education courses.