A utilização de jogos matemáticos como prática de ensino para alunos com transtorno do déficit de atenção e hiperatividade (TDAH)

Abstract

The general objective of this work is to propose a didactic sequence aimed at developing the four operations with natural numbers using mathematical games, from the perspective of students with ADHD. The specific objectives include: carrying out a bibliographical survey on how mathematical games can help to include students with disabilities in Mathematics classes; identify and categorize mathematical games that can assist in the effective learning of students with ADHD and categorize them into the three subtypes of ADHD; develop a didactic proposal involving games, for teaching and learning arithmetic operations for students with ADHD, classifying them through the elaboration of a didactic proposal based on the work Matematicativa. The research is classified as qualitative, in terms of its approach; exploratory, regarding the objectives and, finally, bibliographical regarding the technical procedures used. The theoretical foundation covers approaches to the learning difficulties in Mathematics of students with Attention Deficit Hyperactivity Disorder (ADHD), with an emphasis on the potential of mathematical games as an inclusive resource. For this, Abrahão’s contributions were used; Elias (2020), Barbosa; Camargo (2016), Rêgo; Rêgo (2013), Martins (2011), Silva; Rabbit; Silva (2010), Vital; Hazin (2008), among others. As a result, a didactic sequence proposal was developed based on some of the games present in the work Matematicativa. It is concluded that the use of mathematical games contributes significantly to the teaching-learning process of students with ADHD, promoting the stimulation of attention, agility of reasoning, mental calculation, action planning, exploratory action and the development of arithmetic operations . It is expected that the didactic proposal developed in this study will effectively contribute to the teaching and learning of Mathematics for students with Attention Deficit Hyperactivity Disorder, as well as for their respective teachers, providing inclusive pedagogical resources that meet specific needs of these students.