Um olhar sobre a alfabetização matemática de crianças com Síndrome de Down: um desafio na rede pública

Abstract

This research was main objective to elaborate and applying a didactic sequence to assist in the mathematical literacy of children with Down Syndrome . This research was developed based on the theoretical studies of Kozma (2007); Schwartzman (1999) and Yokoyama, (2014). With a descriptive-exploratory methodological approach, a qualitative research, of the case study type, we followed a student with Down Syndrome who was enrolled in a public school in the municipality of João Pessoa, Paraíba, between March and May 2018. The study was developed in three stages: diagnoses, application of questionnaires with parents, teachers and caregiver and, finally, final verification. It was soon possible to observe and participate in the student's school routine and to follow the whole process of his schooling. We started by making observations with the student, which made it possible to make a diagnosis of the participant's profile and cognitive part. It followed with the application of questionnaires with all those directly involved with the student's learning. Based on the data obtained, we developed a didactic sequence and applied during the intervention period. The interventions took place with the purpose of discussing methodologies and practices to teach mathematics dynamically, using concrete material and thereby cooperate with the process of inclusion of the student in the participating institution. As results, the possibilities of alphabetizing the child with Down syndrome, a legitimate and possible process, were identified through the use of concrete material, which allowed the understanding of their individuality and limitations. Thus, it is concluded that the child with Down syndrome has its limitations and needs specialized supervision, trained professionals and appropriate pedagogical practices that stimulate it early in its physical and intellectual development so that there is progress in the schooling process in the literacy cycle.