O ensino de matemática para alunos com TDAH no município de São Cristóvão/SE

Abstract

This research focuses on teaching Mathematics to students with Attention Deficit Hyperactivity Disorder (ADHD) in the early years of Elementary School, in the city of São Cristóvão/SE. Given the scarcity of specific teaching materials and the increase in the number of diagnoses, we seek to understand how teachers have conducted their practices in the face of the challenges posed by the disorder. The general objective is to identify, analyze and describe an overview of the strategies used in teaching Mathematics to these students. To achieve this purpose, two methodological procedures were adopted: the application of a questionnaire to teachers from the municipal public network and the holding of a focus group with some of these teachers. Data analysis was carried out in light of the Content Analysis proposed by Bardin (2011). In general, the results indicate that teachers develop different pedagogical strategies to deal with the demands of students with ADHD when teaching Mathematics, mobilizing knowledge built mainly on professional experience and general knowledge about the disorder. At the same time, challenges related to the specificities of ADHD, the specific demands of teaching the subject and the institutional conditions that influence teaching work are evident. In this context, the research points to the importance of training processes and institutional actions that contribute to strengthening more inclusive pedagogical practices in Mathematics teaching.