LEARNING DIFFICULTY IN MATHEMATICS: a case study in a Federal Technological Education Institution
Much is discussed about learning difficulties and disorders, but only recently have studies focused on the dysfunctions of numerosity. Dealing with Mathematics learning difficulties is a complex topic, with research still at an early stage, even more so in the context of vocational and technological education (EPT). Therefore, dealing with this topic is essential to better understand this phenomenon and, thus, provide better learning conditions for students. This study aimed to psychopedagogically evaluate, through the case study methodology, the learning conditions of an integrated technical high school student with specific learning difficulties in Mathematics, in a federal educational institution. The student was referred to a psychopedagogical support teaching project. The evaluation was carried out in ten individual sessions, once a week, lasting one hour, in the opposite shift of regular classes. Anamnesis and analysis of school history in relation to Mathematics were carried out. Also, seven assessment instruments were applied, related to cognitive skills for learning Mathematics, mathematical anxiety and dyscalculia. As a result, a picture very close to mathematical anxiety was found, as well as obstacles to mathematical reasoning due to accentuated difficulties in cognitive functions related to mathematical learning, which are reflected in obstacles in the application of mathematical procedures, leading the student to serious difficulties. to solve, in particular, mathematical problems. In view of the results, we can see the importance of psychopedagogical support, in favor of a truly inclusive education.
LEARNING DIFFICULTY IN MATHEMATICS: a case study in a Federal Technological Education Institution
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DOI: 10.22533/at.ed.5582322214101
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Palavras-chave: Mathematics learning difficulty. Mathematical anxiety. Professional and technological education. Inclusive education.
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Keywords: Mathematics learning difficulty. Mathematical anxiety. Professional and technological education. Inclusive education.
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Abstract:
Much is discussed about learning difficulties and disorders, but only recently have studies focused on the dysfunctions of numerosity. Dealing with Mathematics learning difficulties is a complex topic, with research still at an early stage, even more so in the context of vocational and technological education (EPT). Therefore, dealing with this topic is essential to better understand this phenomenon and, thus, provide better learning conditions for students. This study aimed to psychopedagogically evaluate, through the case study methodology, the learning conditions of an integrated technical high school student with specific learning difficulties in Mathematics, in a federal educational institution. The student was referred to a psychopedagogical support teaching project. The evaluation was carried out in ten individual sessions, once a week, lasting one hour, in the opposite shift of regular classes. Anamnesis and analysis of school history in relation to Mathematics were carried out. Also, seven assessment instruments were applied, related to cognitive skills for learning Mathematics, mathematical anxiety and dyscalculia. As a result, a picture very close to mathematical anxiety was found, as well as obstacles to mathematical reasoning due to accentuated difficulties in cognitive functions related to mathematical learning, which are reflected in obstacles in the application of mathematical procedures, leading the student to serious difficulties. to solve, in particular, mathematical problems. In view of the results, we can see the importance of psychopedagogical support, in favor of a truly inclusive education.
- Cláudia Terra do Nascimento Paz
