Ensino e aprendizagem da matemática através de jogos para alunos com TDAH do 6º ano do ensino fundamental II

Abstract

Students in general state that Mathematics is considered as a difficult discipline, but observations in the internship field reveal that the most of them did not have the opportunity to manipulate concrete materials, solve contextualized problems that could provide meaning to concepts, as a way to facilitate the visualization of theoretical classes applying in practice. Such problems are aggravated, even occurring certain prejudice, as students who are characterized by the manifestation of Attention Deficit Hyperactivity Disorder - ADHD are rated as "lazy students", thus, left out or excluded from the rest, as they need a different approach, so they can find success in their teaching routines. Analyzes of different approaches can serve as guidelines, since this behavioral disorder differs into three subtypes: ADHD with symptoms of inattention, or with symptoms of hyperactivity/impulsivity and the combined, then the professional of the degree who has a preparation of how dealing with these situations would differ from other professionals in the area, as it would have a different didactic. General objective of the work is to analyze the impact on student performance with the disorder, if contextualized questions were presented, of different levels of complexity, and with the use of concrete material.