Diagnósticos e encaminhamentos dados por professores a alunos em situação de dificuldades de aprendizagem em matemática.

• Ano de defesa: 2014
• Autor(a) principal: Fonseca, Lilian Leandro da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educação matemática; Ensino fundamental; Dificuldade de aprendizagem em matemática.; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Mathematics education; Elementary education; Learning disability in mathematics.
• Link de acesso: http://ri.ufmt.br/handle/1/302

This study corresponds to a research of masters degree of to the Group of Studies and Research in Mathematics Education - GRUEPEM, of post-graduation program of Education Institute of Federal University of Mato Grosso - PPGE / IE / UFMT . The learning difficulties in mathematics is a subject of this research, which aims to answer the following question: what is revealed on diagnoses and referrals given by teachers who work in the 5th year of elementary school to students with learning disability in mathematics? Survey of productions that addressed the issue for the better understanding of the subject and composition of the theoretical contribution of the research was conducted. Since the term learning disability has been used in a generalized way in different areas hindering their best conceptualization. To better composition and theoretical interpretation of the data, we based CHABANNE (2006), CHARLOT ( 2000/2013) and Silva (2009). Understanding that learning happens when there is mobilization of the subject factors related to socio-affective context, teaching and or time of cognitive development of human beings can influence the learning of mathematics, so that students can briefly be presented in situation of learning difficulties in mathematics. The methodology used was qualitative interpretative analysis supported by BOGDAN & BIKLEN (1994), TRUJILLO (2009). The research was conducted in two public schools in the city of Cuiabá, state of Mato Grosso. These schools are partners of the Observatory for Education project, focusing on Mathematics and introduction to Science at Home - Pole UFMT and neighborhoods are located in the southern region. The subjects of research are two school teachers and two articulators teachers of the 5th year of elementary school, two in each school. As categories for data analysis considered the traditional and constructivist approach. As analytical tools of research include: Documents provided by the project, documents provided by schools, students referred for tender joint room, questionnaires and interviews with school teachers and articulators teachers. The analyzes showed that teachers appear to transfer between the two approaches explored in this research, both for teaching and learning of mathematics, and for learning disability in math's. The tender joint room has a significant number of absent students, making the pedagogical support for students to advance in learning difficult. In the indication of students to articulation room, some school teachers do not describe in the documents the difficulty the student to better forwarding activities by articulator. These shows do not have a proper diagnosis process of each student, which leads us to reflect on their training. Both the documents of the teachers and the reports of the articulators was possible to realize the trend in homogenizing these students difficulties and focus on the four fundamental operations, according to the results of the simulated applied in 2013 that showed the need for the teacher to explore other descriptors, such as geometry and resolution of problems. These demonstrate the fragility of schools for students in a situation of learning difficulties in Mathematics, strengthening the need for greater discussion of DAM in initial and continuing training.