Estudo dos recursos didáticos para o ensino de matemática a estudantes com TDAH

Abstract

This study is part of the researches carried out by the CNPq Group for Research and Extension Language, Culture, Society and Education - LinCES -, Co-coordinated by the advisor of this Undergraduate thesis, at the Federal University of Pampa (Unipampa), Campus Itaqui, in the State of Rio Grande do Sul. Furthermore, the study is accredited in the field of knowledge of human sciences, specifically, in the area of education, with the general objective of investigating which didactic resources are used for learning of students with ADHD. In methodological terms, the study operated with the Content Analysis (CA) of Bardin (2011), listing a priori categories that were substantial to build an investigative itinerary. To this end, an exploratory research on the subject was elaborated, aiming to build a qualitative analysis of the collected data. Thus, eighty-six works were found, from which, after a thorough analysis, seven studies were selected. Among these, approaches that focused on attention deficit disorder, along with its peculiarities in the classroom, focusing on the teaching of mathematics, as well as teaching methodologies that boosted the creation of didactic games, the use of software, manipulative solids, online games and educational applications, as a way to instigate the student with ADHD to participate in the proposed activities were observed. Finally, it was possible to conclude that, among the didactic resources found and used by teachers of the basic education network, according to the contents learned in the reports of scientific evidence, there is a satisfactory functioning for the teaching of mathematics to students with ADHD, as well as for the other students. In addition, teachers still need training and familiarity with educational technologies, to make them a pedagogical ally, facilitating both for themselves and for the student who has ADHD and/or for those who simply have some difficulty in learning, as the only use of the methodological model of expository dialogued classes is no longer enough.