Tarefas matemáticas adaptadas para alunos com transtorno de déficit de atenção e hiperatividade

Abstract

Although there are studies on Attention Deficit Hyperactivity Disorder (ADHD) and its specificities in the field of Psychology, in the field of Mathematics Education, studies focused on teacher practices seem to be scarce. Thus, this qualitative research aims to investigate the teaching of mathematics to students with ADHD by analyzing and restructuring mathematical tasks found in textbooks and educational materials, taking into account the specific neuropsychological profile required by students with this disorder and observing how these students respond to challenges using cognitive flexibility, attention, inhibitory control, and memory. Data collection was conducted in the Multifunctional Resource Room of a municipal school located in a town in northern Paraná. To gather information about the participants, discussions were held with the school9s administrative and pedagogical team, the classroom teachers, and the teacher of the multifunctional resource room, as well as a review of the school's institutional report. This stage supported the selection of content for the intervention carried out. For the adaptation of the tasks, we considered the needs observed in each participating student, as well as the guidelines from the school9s institutional report and suggestions from the Brazilian Society for Attention Deficit Hyperactivity Disorder and several authors cited throughout the research, aiming to overcome the challenges faced by the students, considering their neuropsychological profile. The restructured tasks were applied to 2nd-grade elementary school students, all diagnosed with predominantly inattentive ADHD, attending the Multifunctional Resource Room. The research collected photos of the activities and audio recordings of the students to gather data, without including any information, photos, or videos of the students. Audio recordings were made using the researcher's cell phone. Thus, we sought to reformulate mathematical tasks to promote learning without causing harm to students with ADHD. Given the above, the applied tasks are analyzed, and the way each student responded to new challenges using their executive functions is described. The analysis of the results shows that the task adaptations were satisfactory and that the need to consider students as unique individuals, with their specificities, can favor learning.