DYSCALCULIA

emerging theme in the initial training of Mathematics teachers

Abstract

This research discusses dyscalculia, a comorbidity that is characterized as a specific disorder of mathematics learning. Dyscalculia is usually first noticed in children at the beginning of school life, and this individual has marked difficulty in understanding mathematical concepts and procedures. In this context, this research aimed to analyze the theoretical-methodological knowledge of students of the full degree course in mathematics at the Federal University of Pará (UFPA) about dyscalculia. For this, a qualitative and exploratory research was developed. Twenty-five students from the seventh semester of the Mathematics degree course at UFPA, University Campus of Mocajuba-PA participated in this research. Participants answered a form via Google Forms with objective and subjective questions about the topic of dyscalculia. The results of the research indicated that future mathematics teachers are unaware of the main characteristics of dyscalculia and how to act in front of a student with this comorbidity. Therefore, this research highlighted the need to offer, still in the undergraduate course, a specific discipline that addresses neurocognitive aspects of dyscalculia and that in the theoretical-practical curricular components (internship, teaching practice, methodology of teaching Mathematics) the teacher trainer discusses the pedagogical work with students with dyscalculia