O ensino de matemática para alunos com discalculia: estratégias pedagógicas no período de 2014 a 2024

Abstract

Some students face major challenges in the process of learning mathematics, and in many cases, these challenges are linked to specific disorders, such as dyscalculia. This study aims to analyze how academic research has approached the teaching of mathematics to students with dyscalculia, especially studies that present methodological strategies that can contribute to pedagogical practice. The research was qualitative in nature, based on a bibliographic review of dissertations produced between 2014 and 2024. The analysis allowed the organization of data into five categories: Lack of Knowledge and Beliefs about Mathematics and Dyscalculia, Practices with Games and Didactic Resources, Pedagogical Action and Family Articulation, Continuing Teacher Training, and Indications of Didactic Strategies. The results demonstrated that dyscalculia is still little recognized and understood within schools, which delays diagnosis and compromises student learning. However, it was possible to identify practices that contribute positively, such as the use of games, recreational activities, teaching materials and digital pedagogical resources. In addition, the importance of ongoing teacher training and family involvement in the educational process was highlighted. It was concluded that teaching mathematics to students with dyscalculia requires sensitivity, planning and openness to new methodologies, with a focus on inclusion and the development of each student's skills.