Narrando possibilidades de aprendizagem da matemática com o auxílio de diferentes estratégias para o ensino inclusivo

Abstract

This research proposes to reflect on the use and contributions of different strategies and methodologies that guide how to teach and learn mathematics with the use of games, mind maps and a different school environment, leaving the classroom, always thinking in a context inclusive of students with Attention Deficit Hyperactivity Disorder (ADHD). Characterized with a qualitative and descriptive nature, we delimit the general objective: to reflect on whether the use of different strategies and teaching methodologies contribute to the focus, organization of contents and learning of students with ADHD in an inclusive perspective. We have the following specific objectives: i) to verify whether the use of mind maps and games help in the understanding of revisional contents; (ii) observe whether the use of other spaces within the school environment, that is, leaving the classroom, contributes to student focus; (iii) analyze whether the strategies favor teaching from an inclusive perspective; (iv) understand the potentiality of the Didactic Sequence (SD) to keep the attention of students with ADHD and (v) reflect on the construction and development of my practices as a teacher for the learning of these students. To achieve these goals, we seek to answer the following research question: what is the potential of using different strategies and methodologies to keep the focus on students with ADHD, enabling the organization of content and learning from an inclusive mathematics education perspective? For this, we will use a didactic sequence as a methodology for Teaching-Learning-Assessment of Mathematics through a mental map, use of games and use of other spaces in the school, in addition to the classroom. We have as research data construction strategies: interviewing students with ADHD and developing practices that help people with ADHD in the school environment, specifically in math classes. The information is in the form of reports, figures, photographs and field diary notes. From the constructed data, the analysis was made by descriptive narratives through observations, images and reports made in the researcher's field diary. The considerations indicate that the use of mental maps helps in the organization of mathematical contents, despite the students showing resistance at the beginning of the construction. The use of games contributes to learning, socialization and inclusion in a playful environment. We also realized that leaving the classroom to study mathematics in other school environments was necessary and enabled the focus, attention, socialization and inclusion of students with ADHD, in environments that contained circular tables and benches that students were closer to.