Discalculia no ensino de Matemática: experiências e estratégias de professores da rede estadual de Humaitá-AM

Abstract

Dyscalculia, classified as a Specific Learning Disorder, constitutes a recurring challenge in Mathematics education, especially in the context of Inclusive Education. In this scenario, this research aims to investigate the perceptions of Mathematics teachers regarding dyscalculia, considering the challenges faced and the possible pedagogical strategies adopted in the teaching-learning process, in the context of urban state schools in Humaitá-AM. From a methodological point of view, the study adopted a mixed-methods approach, articulating quantitative and qualitative procedures, characterizing itself as field research. Initially, a bibliometric review was conducted via the CAPES Portal (2000 - 2024) to quantitatively map the evolution and trends of publications on dyscalculia in Brazil, alongside a literature review using the CAPES and BDTD databases (2015 - 2025) focused on analyzing debates surrounding the topic and teacher training. Subsequently, field research was conducted with ten Mathematics teachers through the application of semi-structured questionnaires and interviews. Quantitative data are analyzed descriptively, while qualitative data are examined through content analysis. The results of the literature review indicate a predominant concentration of publications in the Southeast and South regions of Brazil, covering different areas such as endorsement, pedagogical interventions, teacher training, and the use of educational technologies. The existence of terminological variations between the terms "disorder," "disturbance," and "learning difficulties" is also evident, an aspect that compromises the comparability and consistency among the analyzed studies. In general, these works highlight the need to expand teacher training for the identification and pedagogical intervention in cases of dyscalculia. Data from interviews and two questionnaires reveal that most teachers have limited knowledge about dyscalculia, which hinders early identification and the adoption of specific pedagogical strategies. It is also observed that the reported practices are predominantly empirical, based on teaching experience, with low theoretical grounding. It is concluded that there is an urgent need for investment in initial and continuing teacher training, aiming to broaden the understanding of dyscalculia and strengthen more inclusive pedagogical practices in Mathematics education.