Proficiência em matemática: discalculia e características da aprendizagem no ensino fundamental II e no ensino médio

• Ano de defesa: 2016
• Autor(a) principal: Nascimento, Leandro Tenório do
• Orientador(a): Taveira, Adriano Salmar Nogueira e
• Banca de defesa: Taveira, Adriano Salmar Nogueira e, Spigolon, Nima Imaculada, Teixeira, Rosiley Aparecida, Cavalcanti, Patrícia Aparecida Bioto, Giovanni, Luciana Maria
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Gestão e Práticas Educacionais
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: discalculia; dificuldade de aprendizagem; linguagem matemática; zona de desenvolvimento proximal
• Palavras-chave em Inglês: dyscalculia; learning disability; mathematical language; proximal development zone
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/1591

This research aims to evaluate the proficiency levels in math, students of the 6th year of primary school to the 3rd year of high school, with reference to the proposed content in the curriculum of the first four years of elementary education I. starts from assumption that these early mathematical concepts are very important in the mathematical logical reasoning construction process, being necessary therefore a follow-up arrest of this knowledge by students in later grades to key I, through polls and pedagogical interventions. With the quantitative and qualitative nature, characterized as case studies, carried out in two schools in the public school system, taking care to select one of those in peripheral region, which serve children from disadvantaged communities and other school in more centralized region in city center for pupils from different social classes of Franco da Rocha, city of São Paulo. The investigative research aims to identify the predisposition of dyscalculia among the evaluated students and the degree of difficulty that is presented in the subject, since the assessment that was applied consisted of questions with proposals abilities by the São State Education Paul, the mathematics curriculum and their technologies for students of 1st to 4th grade of elementary school, students in the 6th grade of elementary school II the 3rd year of high school. The research methodology was based according to the descriptive comments Robert Bogdan and Sari Biklen (1994).