Discalculia: transtorno de aprendizagem em matemática

Abstract

To promote understanding the present study investigated this difficulty on learning mathematics known as Dyscalculia and systematically understands the factors that interfere the ability of the logical thinking required for the calculation in order to develop facilitating tools and guidelines for teaching. The methodology used in the survey resulted in a bibliographic survey, through qualitative analysis of data and relevant information regarding the causes, forms and prevalence of the disorder, as well as the identification of psycho assertive procedures and processes. The results let us complete that the literature related to the subject is scarce being the information generic, not specific, little comprehensive and generally aggregated to many other learning difficulties. Regarding Dyscalculia, findings allowed us defining it as a disorder that affects the ability with numbers so that the person gets confused with mathematics concepts and operations, sequence of numbers, counting, formulas and even on using mathematics in everyday life, thus affecting student’s learning. It can be also associated to neurologic condition among them, cerebral palsy, mental retardation, epilepsy and psychological factors like depression and stress. Furthermore, the reference to the intervention strategies on learning difficulties in mathematics is minimal. A larger number of studies related to the topic is necessary, in order teachers and professionals involved with the problem of Dyscalculia can be guided and benefited from them in finding intervention solutions and strategies with carriers of the disorder.