A formação do professor de Matemática: discutindo/tecendo os desafios presentes na discalculia

Abstract

Mathematics is an important tool for people and their survival relations with our society, for the development of logical reasoning intervenes in the intellectual and structural abilities of thought. The level of learning in the discipline of mathematics by academics is a question that has long been worrying. Among the difficulties of learning in mathematics is the discalculia, term of Greek origin (dis, mal) and the Latine Infinitive (calculate, count) forming: bad contact. In this section, we aim to analyze the mathematics teacher's knowledge about dyscalculia. The research is qualitative, done through a bibliographical research and semi-structured interviews with teachers of mathematics of public schools that are currently in the classroom. After the interviews were carried out, the data analysis was carried out seeking an understanding of the knowledge that the teachers have about dyscalculia. Through a review of the literature, this work outlined the theme "Discalculia", it was possible to perceive the need for attention and intervention in the cases of students who have learning limitations, especially in the contents available in the classroom, of the discipline mathematics. It is clear that the learning disorder compromises not only the performance in the school, but also the social life and the professional future of the individuals.