Resumo

NOGUEIRA, Clélia Maria Ignatius; REZENDE, Veridiana  e  ZANQUETTA, Maria Emília Melo Tamanini. DEAFNESS, ADHD AND COUNTING: João’s experience in the light of the theory of conceptual fields. Revista Teias [online]. 2021, vol.22, n.66, pp.138-151.  Epub 06-Fev-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2021.57402.

From the rereading of the information produced in a previous investigation, obtained from a didactic sequence of situations of additive structures, implemented in a dialogical way and collected through filming and analyzed in the light of the theory conceptual fields, this article presents the analysis, supported by the theory of conceptual fields, of the performance of a deaf student with Attention Deficit Hyperactivity Disorder (ADHD), in relation to two aspects: the one referring to the construction of his mathematical knowledge, inferred through the verification of the evolution and consolidation of its counting scheme and the socio-emotional, identified through the verification of the development of its autonomy, resulting in greater self-esteem. As didactic-pedagogical results, the rereading points to the importance that canonical counting activities, such as letters, for example, when proposed to deaf students, need to be considered, considering the specificities of Libras (Brazilian sign language), its natural language and the possibilities cognitive development and the ability to maintain dialogues made possible by the dialogic form adopted in the implementation of the didactic sequence.

Palavras-chave : Mental Calculation; ADHD; Deafness; Schemes..

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