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Discalculia: contributo do Geogebra nas crianças com NEE
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Hoje em dia os alunos têm inúmeras dificuldades na disciplina de Matemática, nomeadamente na resolução de problemas e em certas competências envolvendo cálculos. Em particular, a Discalculia traduz um caso extremo deste tipo de dificuldades, sendo uma Necessidade Educativa Especial (NEE) classificada como Dificuldade de Aprendizagem Específica (DAE).
A escola e toda a comunidade educativa têm-se mostrado preocupados com o insucesso dos alunos, sobretudo os que revelam dificuldades na aprendizagem das operações matemáticas e falhas no raciocinio lógico-matemático, derivadas de desordens de caráter neuro-processológico, sendo que estes, em termos de inteligência, apresentam parâmetros considerados normais, podendo até sobressair noutras áreas. É frequente alunos assim diagnosticados não revelarem problemas afetivos ou emocionais.
Aos professores pede-se que estejam atentos e que sinalizem os alunos o quanto antes, a fim de se poder intervir e atenuar os transtornos destas crianças, fomentando estratégias que levem ao sucesso.
Este estudo pretendeu saber se as tecnologias de informação e comunicação (TIC), mais concretamente o programa Geogebra, facilitam a aprendizagem de alunos com NEE, nomeadamente os ligados à Discalculia.
Para a realização deste estudo foram criados dois grupos, um de controle e outro onde foi efetuada a intervenção tecnológica. A amostra foi composta por vinte e dois alunos do segundo ciclo a frequentar uma escola de Lisboa.
Os resultados obtidos apontam para uma melhoria na aquisição dos conteúdos após a intervenção recorrendo a uma situação criada com o auxilio do programa matemático Geogebra.
Nowadays, students have many difficulties in learning Mathematics, including problem solving and calculation skills. Particularly, Dyscalculia is an extreme case of such difficulties, being a Special Educational Need (SEN) classified as Specific Learning Difficulty (SpLDs). The whole school community has proven to be worried about the failure of students, particularly those that, due neural disorders, reveal difficulties in learning mathematical procedures and logical reasoning. Usually, these students show normal performance in terms of intelligence. They can be excellent in other subjects. Often, these students do not present affective or emotional problems as well. Teachers are asked to be vigilant, identifying dyscalculic students as soon as possible in order to intervene and build effective strategies. This work sought to ascertain whether the technologies for mathematics education, specifically the well-known software Geogebra, improve learning of mathematics of SEN students, including those linked to Dyscalculia. For this work two groups were created; a control goup and a treatment group which underwent a technological intervention with geogebra. The sample consisted of twenty- two students of the 5th grade of a school in Lisbon. The results indicate an improvement in the acquisition of some mathematical skills after the intervention using a situation created with Geogebra .
Nowadays, students have many difficulties in learning Mathematics, including problem solving and calculation skills. Particularly, Dyscalculia is an extreme case of such difficulties, being a Special Educational Need (SEN) classified as Specific Learning Difficulty (SpLDs). The whole school community has proven to be worried about the failure of students, particularly those that, due neural disorders, reveal difficulties in learning mathematical procedures and logical reasoning. Usually, these students show normal performance in terms of intelligence. They can be excellent in other subjects. Often, these students do not present affective or emotional problems as well. Teachers are asked to be vigilant, identifying dyscalculic students as soon as possible in order to intervene and build effective strategies. This work sought to ascertain whether the technologies for mathematics education, specifically the well-known software Geogebra, improve learning of mathematics of SEN students, including those linked to Dyscalculia. For this work two groups were created; a control goup and a treatment group which underwent a technological intervention with geogebra. The sample consisted of twenty- two students of the 5th grade of a school in Lisbon. The results indicate an improvement in the acquisition of some mathematical skills after the intervention using a situation created with Geogebra .
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Keywords
Necessidades Educativas Especiais Discalculia Geogebra Special Educational Need Dyscalculia