Intervenção em senso numérico para prevenção das dificuldades de aprendizagem na matemática

Abstract

This research addresses dyscalculia, a specific learning disorder that affects the understanding and manipulation of numbers, resulting in significant difficulties in learning mathematics. The focus of the study is pedagogical intervention in the development of number sense, a fundamental skill for building mathematical competencies. The research aims to develop teaching strategies that can be used by early childhood education teachers to identify and overcome difficulties associated with learning mathematics, promoting a more inclusive teaching approach. The general objective is to create a guide of activities for the development of number sense and counting skills in early childhood education children, aiming at the achievement of learning difficulties in mathematics and possible dyscalculia. The specific objectives are: to analyze the contributions of a continuing education course to the development of pedagogical practices focused on numerical cognition in early childhood education; to identify the challenges faced by early childhood teachers in teaching mathematics, especially in developing number sense and understanding developmental dyscalculia; to investigate the pedagogical strategies used by teachers to promote the development of number sense and counting; and to analyze teachers’ perceptions of the strengths and weaknesses of the educational product (activity guide) developed, considering its applicability in teaching practice and its contribution to addressing developmental dyscalculia. This is a qualitative study that includes a literature review on dyscalculia and mathematics learning difficulties, as well as the development of an activity guide focused on enhancing number sense and counting. The objective is to identify potential future difficulties in mathematics and promote students' academic success. The research subjects, selected from public schools, answered specifically designed questionnaires to assess the development of number sense before and after the proposed interventions.