Matemática e neurociência: estruturas didáticas para facilitar a construção do pensamento matemático em alunos com discalculia

Abstract

Mathematics often represents a challenge for many students, especially for those with dyscalculia, a specific learning disorder that hinders the understanding and processing of fundamental numerical concepts, such as numbers and arithmetic operations. This study aims to investigate, through a review of existing literature and the analysis of teaching materials, how advancements in neuroscience can offer new insights for the development of effective teaching strategies for students with dyscalculia. The research is based on understanding the processes involved in mathematical learning and the application of neuroscientific discoveries to build more accessible and inclusive pedagogical approaches. The theoretical review addresses how neuroscience contributes to the understanding of cognitive processes that influence mathematical learning, providing insights into how the brain handles numbers and performs mathematical operations. The research also investigates the impacts of dyscalculia on essential cognitive functions such as working memory, numerical perception, and arithmetic fluency, which are determinants for the development of mathematical reasoning. Based on these considerations, adapted pedagogical methodologies are proposed, using visual resources, manipulatives, and active approaches to facilitate the learning of students with mathematical difficulties. Additionally, the study emphasizes the importance of educational inclusion and the need for teaching practices that consider student diversity, offering support for those with dyscalculia to overcome their difficulties. In conclusion, the study suggests that through the combination of neuroscience-based strategies and personalized teaching, it is possible to facilitate the development of mathematical thinking in students with dyscalculia, creating a more equitable and successful learning environment.