Ensinando Matemática para alunos diagnosticados como portadores de Transtorno de Déficit de Atenção/Hiperatividade (TDAH): uma proposta baseada no desenvolvimento da autorregulação

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

12/07/2011

RESUMO

The lack of attention, hyperactivity and/or impulsivity are characteristics increasingly seen in children nowadays. When those characteristics persist for a long period of time and are intense, it can be an evidence of Attention deficit /hyperactivity disorder (ADHD). ADHD affects individuals‟ lives damaging many areas, as adapting and developing in the school environment, interpersonal relations and professional development. Despite many areas efforts, the investigations about ADHD have not been consolidated yet, mainly in mathematics teaching and learning. In this study, I investigate the contributions of an extracurricular mathematics activity, developed from literature, to behavior and learning of group of children diagnosed with ADHD. This group is composed by six ADHD-diagnosed students at the 5th (fifth) year of a public school in Santa Luzia/MG. This following up tool place twice a week for six months and involved some activities related to the learning of geometric and arithmetic concepts. The data was collected through audio and video recording of meetings, the researcher‟s journal, students‟ records and interviews with parents and teachers. The meetings were organized by a dynamic organization, action reflection, in a comfortable environment with reciprocal respect. The focuses of the study were in the notion of motivation and self-regulation. The data analyses suggest that some diagnosis may have been hasty. They also suggest that most students, if well oriented, treated with respect, attention and constancy, is able of - gradually - start to reflect on sociability rules and behavior during activities. All students were capable, in different levels of intensity of understanding the mathematics concepts, they studied and did not manifest and significant learning difficulties

ASSUNTO(S)

educação matemática transtorno de déficit de atenção/hiperatividade (tdah) alunos dos anos iniciais aprendizagem autorregulada mathematics education attention deficit hyperactivity disorder (adhd) first years students self-regulated learning educacao

ACESSO AO ARTIGO

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