Intervenções computadorizadas, resolução de problemas e imaginação : implicações no desenvolvimento de habilidades matemáticas de estudantes com discalculia do desenvolvimento

Abstract

This study aims to understand how computerized interventions linked to the relationship between problem solving and imagination affect the development of mathematical skills in students with Developmental Dyscalculia. We therefore set out to answer the following research question: How do computerized interventions, linked to the relationship between problem solving and imagination, affect the development of mathematical skills in students with Developmental Dyscalculia? It is characterized as a single-case experimental study in which each student was analyzed and evaluated individually before, during and after the interventions. Six students with a conclusive Dyscalculia report took part in the study, five of whom were in elementary school and one in secondary school. The research was conducted in three stages, using ABA as a baseline. In the baseline (A), the pre-intervention evaluation was carried out using the following data collection instruments: anamnesis with the person responsible; Numerical Transcoding Task (Gomides; Silva; Moura; Salles; Haase, 2021); Numerical Knowledge Test (Okamoto; Case, 1996); Arithmetic Subtest (Stein; Giacomoni; Fonseca, 2019); and Pilot Test of Conventional Problems. In the baseline (B), two interventions were carried out with the students. It began with the computerized intervention using the Calcularis® software, with individual sessions. This was followed by an intervention using non-conventional problem solving and the use of imagination. In the baseline (A), a postintervention evaluation was carried out using the same tests described in the first stage. This is a qualitative study aimed at describing individual performances and comparing student performance before and after the interventions. The students' performances were analyzed through Discursive Textual Analysis, based on Moraes and Galiazzi (2016). Based on the qualitative analysis of the results, the post-intervention evaluation showed that each of the students maintained or enhanced their mathematical skills related to the different mathematical domains addressed in the interventions. These results show that Calcularis® can help students domains addressed in the interventions. These results show that Calcularis® can help students with LD to improve their skills in numerical processing, addition and subtraction, multiplication and division. Furthermore, through the intervention with non-conventional problems using imagination, it was possible to notice that the participating students solved problems in a more enjoyable and efficient way. They all showed considerable growth: in their autonomy and selfconfidence; in their ability to establish their own mathematical communication; in their capacity to develop strategies that are consistent with logic and the most appropriate procedures for solving the proposed problem; in their connection with the mathematical concepts and procedures under study. In addition, they expressed a broader understanding linked to each participant's cultural repertoire and imagination