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Habilidades Matematicas e Discalculia Autora Monica Weinstein
Habilidades Matematicas e Discalculia Autora Monica Weinstein
desenvolvimento.
Monica Andrade Weinstein ()
linguagem verbal.
escrita de poesia.
lembrar palavras impressas.
lidar com áreas das ciências que não envolvam matemática.
entender conceitos numéricos que não envolvam números e modelos
computacionais.
entender figuras geométricas.
artes criativas.
Avaliações
Permitir que o aluno faça a prova com seus colegas, mas tenha a
oportunidade de fazer uma outra prova numa condição “ um a um” com seu
tutor com conteúdo adaptado às suas necesidades (o tutor pode ser indicado
pela escola, servirá como um tradutor das necessidades e terá também a
função de apaziguar a ansiedade matemática).
Dar mais tempo do que o normal (restante da sala) e cheque para sinais de
pânico ou fobia. Para alunos com discalculia a matemática pode ser muito
traumática por causa dos fracassos do passado.
Permitir consulta livre a materiais e conceitos que sobrecarreguem a memória
de trabalho.
Permitir o uso de calculadora e consultas a fórmulas, para não sobrecarregar
a memória de trabalho.
O aluno pode ensinar crianças de séries mais iniciais que apresentem
dificuldades em matemática, dando-lhe um chance de comunicar os conceitos
aprendidos anteriormente e melhorar sua auto-estima.
A avaliação (nota) deve priorizar o esforço sobre o desempenho num critério
de passa-falha de forma a evitar que suas notas na disciplina sejam injustas
face a sua dificuldade neurobiológica.
Referências Bibliográficas
Dehaene, S. (1997) –The number sense: how the mind creates mathematics;
London, Oxford university Press.
Referências
Cooper, R. (1994). Alternative Math Techniques Instructional Guide. Harrisburg,
PA: Pennsylvania Department of Education, Bureau of Adult Basic and Literacy.
Garnett, K., Frank, B., & Fleischner, J.X. (1983). A strategies generalization
approach to basic fact learning (addition and subtraction lessons, manual #3;
multiplication lessons, manual #5). Research Institute for the Study of Learning
Disabilities. New York, NY: Teacher's College, Columbia University.
LDinfo Web Site: http://www.ldinfo.com/dyscalculia.htm#top
Math Remediation and Learning Strategies web site:
http://www.conknet.com/~p_bliss/Math.html
Miller, S.P., & Mercer, C. D. (1997). "Educational aspects of mathematical
disabilities." Journal of Learning Disabilities, 30 (1), 47-56.
National Adult Literacy and Learning Disabilities Center (Summer, 1995) Adults
with Learning Disabilities: Definitions and Issues.
North Dakota State University's web site:
http://www.cc.ndsu.nodak.edu/at/guide/sec09.html no longer includes the
references it had when the first draft of this article was written.
Dyscalculia Web Site: http://www.dyscalculia.org/teacher.html
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Description
Mathematics disorder was first described as a developmental disorder in 1937.
Since then, it has come to encompass a number of distinct types of
mathematical deficiencies. These include:
The range and number of mathematical difficulties that have been documented
suggests that there are several different causes for mathematics disorder. In
addition, several known physical conditions cause mathematics disorder.
Turner syndrome and fragile X syndrome, both genetic disorders that affect
girls, are associated with difficulty in mathematics. Injury to certain parts of the
brain can also cause inability to perform calculations. These conditions appear
to be independent of other causes of mathematics disorder. Mathematics
disorder is often associated with other learning disorders involving reading
and language, although it may also exist independently in children whose
reading and language skills are average or above average.
In practical terms, parents and teachers may see the following signs of
mathematics disorder in a child's schoolwork:
problems counting
difficulty memorizing multiplication tables
inability to grasp the difference between such operations as addition and
subtraction
poor computational skills; many errors in simple arithmetic
slowness in performing calculations
difficulty arranging numbers in order (from smallest to largest, for
example)
inability to grasp information on graphs
difficulty copying numbers or problems
inability to grasp the concept of place value
inability to align two or three digit numbers to do calculations
difficulty understanding word problems
inability to understand mathematical symbols
Demographics
The number of children with mathematics disorder is not entirely clear. The
Diagnostic and Statistical Manual of Mental Disorders , which is the
basic manual consulted by mental health professionals in assessing the presence
of mental disorders, indicates that about 1% of school age children have
mathematics disorder. Other studies, however, have found higher rates of arith
metical dysfunction in children. Likewise, some studies find no gender
difference in the prevalence of mathematics disorder, while others find that girls
are more likely to be affected. Mathematics disorder, like other learning
disabilities, however, appears to run in families, suggesting the existence of a
genetic component to the disorder.
Diagnosis
Mathematics disorder is not usually diagnosed before a child is in the second or
third grade because of the variability with which children acquire mathematical
fluency. Many bright children manage to get through to fourth- or fifth-grade
level in mathematics by using memorization and calculation tricks (such as
counting on fingers or performing repeated addition as a substitute for
multiplication) before their disability becomes apparent. Requests for testing
usually originate with a teacher or parent who has observed several symptoms
of the disorder.
To receive a diagnosis of mathematics disorder according to the criteria
established by the American Psychiatric Association, a child must show
substantially lower than expected ability in mathematics based on his or her
age, intelligence, and background. In addition, the child's deficiencies must
cause significant interference with academic progress or daily living skills.
Treatments
Children who receive a diagnosis of mathematics disorder are eligible for an
individual education plan (IEP) that details specific accommodations to
learning. Because of the wide variety of problems found under the diagnosis of
mathematics disorder, plans vary considerably. Generally, instruction
emphasizes basic mathematical concepts, while teaching children problem-
solving skills and ways to eliminate distractions and extraneous information.
Concrete, hands-on instruction is more successful than abstract or theoretical
instruction. IEPs also address other language or reading disabilities that affect a
child's ability to learn mathematics.
Prognosis
Progress in overcoming mathematics disorder depends on the specific type of
difficulties that the child has with mathematics, the learning resources available,
and the child's determination to work on overcoming the disorder. Some
children work through their disability, while others continue to have trouble
with mathematics throughout life. Children who continue to suffer from
mathematics disorder may develop low self-esteem and social problems related
to their lack of academic achievement. Later in life they may be more likely to
drop out of school and find themselves shut out of jobs or occupations that
require the ability to perform basic mathematical calculations.
Prevention
There is no known way to prevent mathematics disorder.
Resources
BOOKS
PERIODICALS
ORGANIZATIONS
National Center for Learning Disabilities. 381 Park Avenue South, Suite 1401,
New York, NY 10016. (888) 575-7373 (888) 575-7373 (toll-free) or
(212) 545-7510 (212) 545-7510. <www.ncld.org> .