Processo de Ensino e Aprendizagem de adição de um aluno com TDAH em sala de aula regular por meio da resolução de problemas: Um estudo do 3° ano do Ensino Fundamental

Abstract

The present work has as its theme a study in the 3rd year of elementary school about the teaching and learning process of addition of a student with ADHD in the regular classroom through problem solving, whose objective is to verify how children with ADHD develop in relation to learning mathematics from methodologies involving manipulation of materials concrete objects and playful activities, considering the Problem Resolution approach. Problems in regular public school classrooms. Specifically observed the interaction of a child with ADHD, with his peers and teachers, in the process of teaching and learning Mathematics in the Years Initials in a regular room, aspects related to the construction of the knowledge of the meanings of addition and decimal numbering system, through of the QVL and activities with concrete didactic material and, from activities developed in the regular classroom and reflect on the activities developed in in order to understand if they provided an opportunity for an inclusive teaching of Mathematics in a class in the early years with the presence of a student with ADHD. work is from qualitative nature, and the data collection method was participant observation. Regarding the results, the impossibility of finalizing the field research that, consequently, did not allow to describe the contributions of the Problem Solving approach in learning addition and its meanings of a student with ADHD. Yet, through the observations made before the conviviality and relationship in a regular room and the analysis of the results and the ways in which they identified themselves from the perspective of building learning of this student in the mathematics discipline had a positive effect. In that sense, the vast knowledge acquired throughout the course of the research, opened new horizons and visions about the reality of a regular classroom and the many challenges that teachers face due to the precariousness of lack of policies public institutions to meet all the demands that these children need to, in actually have access to quality learning.