Ensino e aprendizagem de matemática na síndrome de Williams-Beuren: uma abordagem a partir de pesquisas em neurociência cognitiva

Abstract

Research on Cognitive Neuroscience points to evidence that may contribute to didactpedagogical practices related to the teaching of mathematics for students with dyscalculia (KAUFMANN; VON ASTER, 2012; LENT, 2018; HAASE, DORNELES, 2018). It is in this context that this research aims to investigate the effect of Computerized Mathematical Training on the development of Numerical Cognition (numerical sense, numerical processing and calculus) in an adult student with Williams-Beuren Syndrome. This syndrome causes specific disorder of mathematical learning and compromises skills related to the domains of Numerical Cognition, according to the triple code model proposed by Dehaene (1995; 1999; 2001). This was a qualitative approach research of the case study type. The participant was evaluated in the three domains of Numerical Cognition at two different times (pretest and posttest) using a dyscalculia screening protocol, PROMAT. To improve performance in mathematical skills, the Dybuster Calcularis digital intervention was used, a systematic and consecutive training performed for a period of 12 weeks. The reports generated by the intervention pointed to significant benefits in several skills, such as the estimation of symbolic and non-symbolic magnitude; the sudden estimate of numerosity; the estimation of adding sets of points without counting them; the development of increasing and decreasing oral counting; production and numerical understanding; the number line; the positional value and addition and subtraction calculation with up to two digits. However, the results were not expressive in skills related to knowledge of multiplication and division calculation procedures with up to two digits and the evocation of arithmetic facts. Finally, the research allowed us to reflect on the importance of organizing an Individualized Educational Care Designer based on evidence from studies in Cognitive Neuroscience.