Contribuições de pesquisas brasileiras para o ensino de matemática a estudantes com TDAH: uma revisão sistemática

Abstract

This study carried out a Systematic Integrative Literature Review (SILR) in the CAPES Theses and Dissertations Database, with the objective of analyzing the contributions of Brazilian research on pedagogical practices and strategies for teaching and learning Mathematics in students with Attention Deficit Hyperactivity Disorder (ADHD). The research, carried out in May 2025 and covering the period from 2006 to 2024, used the integrative review protocol, which included the formulation of the guiding question, the definition of inclusion and exclusion criteria, bibliographic search, selection of studies, categorization of research, analysis and interpretation of data and synthesis of knowledge. The descriptors used were "Teaching Mathematics and ADHD", "Mathematics Education and ADHD" and "Mathematics and ADHD". Thirty-four theses and dissertations were analyzed from an initial total of 84 works identified. The results reveal a significant expansion in academic production on the subject in the last four years (47% of the total), evidencing a growing concern with inclusion and school climate. However, there is a notable concentration of these studies in the Southeast Region, with little representation in other regions, such as 14.4% in the Northeast and the absence of works in the North of the country.The analysis of the thematic categories identified that 94% of the studies offer relevant contributions, with a strong prevalence of works focused on Active Methodologies (74%). In these, the use of games (56%) and manipulative materials stand out, promoting concentration, autonomy and recovery of mathematical knowledge, corroborated by feedback from students who "learn without realizing it". Approaches to Curricular Adaptations and the impact of Medications were also relevant. On the other hand, the study points out significant gaps in the literature, reinforcing the need for more research, especially in the less explored regions of Brazil. In addition, the results highlight the need for training and continuing education programs for teachers, since many are unaware of the disorder or do not feel qualified to work with students with ADHD, as well as the need to include this topic in initial training.