O uso do lúdico no desenvolvimento do pensamento matemático em estudantes com discalculia

Abstract

This paper presents a study on Dyscalculia and Learning, focusing on the analysis of the use of playful strategies in the development of mathematical thinking. The research adopts a qualitative approach and utilizes action research as a methodological tool. The target audience was 7th-grade students from a public school in the municipality of Pesqueira-PE. The results indicate that dyscalculia hinders the understanding of mathematical concepts, negatively affecting students' school performance. The data evidenced difficulties in performing basic calculations, in understanding the monetary system, and in abstract concepts, highlighting the need for early diagnosis and specific pedagogical interventions. The use of playful strategies, such as games and manipulative materials, proved effective in promoting more inclusive learning. The adoption of diversified pedagogical practices, which consider the diversity of students, is an essential factor to ensure that all students have the opportunity to develop their mathematical skills in a meaningful way. The study also reinforces the importance of continuous teacher training, empowering teachers to identify and adequately serve students with dyscalculia.