Uma análise das pesquisas apresentadas no ENEMI sobre o processo de ensino aprendizagem de Matemática com estudantes diagnosticados com Discalculia

Abstract

Teaching Mathematics to students with Dyscalculia has been a major challenge for teachers, especially due to their lack of preparation and knowledge about this learning disorder. This cognitive dysfunction affects not only Mathematical skills, but also all learning processes that involve logical reasoning. Therefore, there is a need for preparation on the part of teachers, the entire school community, and other health and education professionals so that these students reach a satisfactory level of learning according to the national parameters of educational skills. This study aims to contribute to these discussions by analyzing the research that deals with Dyscalculia in the process of teaching and learning Mathematics discussed in the annals of ENEMI. To this end, we were guided by a qualitative research methodology in which we studied the annals of the National Meeting on Inclusive Mathematics Education in its three editions: 2019, 2020, and 2023. The analysis was conducted using an approach that resembles Bardin's Content Analysis, structured in the stages of pre-analysis, exploration of the material, and treatment of results and interpretation. The following categories were created a priori: research objectives and problems; research participants and contexts; references used in the research; study results; and content. The analysis of studies on Dyscalculia reinforces the importance of an inclusive pedagogical approach that values and accommodates the different needs of students. The development of more equitable practices and the expansion of the geographic scope of studies can contribute significantly to a more comprehensive and accessible understanding of this disorder, promoting an educational environment that values diversity and supports the full development of students. It is expected that this research can contribute to the initial training of Mathematics teachers and teachers who teach Mathematics.