O sistema de numeração decimal nos anos iniciais: uma proposta para crianças com Síndrome de Down

Abstract

This research sought to make an analysis of the potentialities of pedagogical activities for teaching the decimal numbering system involving students with Down syndrome of the 2nd year of elementary school. This research was developed from the theoretical studies of Constance Kammi and Housman (2002), Toledo and Toledo (1997) and the pnaic material (2014), whose theme is the numbering system. The methodology used was descriptive-exploratory qualitative approach, with pedagogical intervention involving two students with Down Syndrome, enrolled in the 2nd year of elementary school of a public school in the municipality of João Pessoa-PB. The teachers of each student also participated, answering a questionnaire on mathematics teaching; numbering system and working with students with DS. With the children, 6 (six) activities were proposed, individually or in pairs, with the whole class, involving numerical counting, association of numerical writing with quantity, numerical writing, simple addition and groupings. The results indicated difficulties with numerical counting, involving numbers greater than 20, which prevented progress in activities with groupings in the decimal base, remaining in the exploration of numerical relationships. Regarding the teachers, there is a need for training and guidance for teaching Mathematics with children with Down syndrome, in proposing meaningful activities. We point out possible paths for teaching the number and the decimal numbering system, given the need for children to appropriate such content to progress in their school career.