Resumen

AVILA, Lanúzia Almeida Brum  y  LARA, Isabel Cristina Machado de. ARITHMETIC SUBTEST: STUDENT PERFORMANCE WITH INDICATIONS OF DISCALCULIA OF DEVELOPMENT. Práx. Educ. [online]. 2021, vol.17, n.45, pp.472-490.  Epub 03-Mayo-2022. ISSN 2178-2679.  https://doi.org/10.22481/praxisedu.v17i45.7207.

This article presents part of the results from a Master’s research in Science and Mathematics Education on Developmental Dyscalculia, in particular, about the performance of students with signs of this disorder in the Arithmetic Subtest (STEIN, 1994), which was used as one of the instruments of psychopedagogical assessment. The objective is to analyze the evolution of the development of the mathematical skills of these students, after carrying out psychopedagogical interventions. The research took place in three moments: in the first, 11 students aged between 9 and 12 years old participated in the psychopedagogical assessment, among them, the Arithmetic Subtest; then they received ten intervention sessions; finally, they were reassessed. The analysis of the results obtained was based on the test correction score. In order to verify advances in student performance, a qualitative and quantitative analysis is presented. In relation to data analysis, student performance, Content Analysis - AC was chosen, considering the five steps defined by Moraes (1999): preparation; unitarization; categorization; description; and interpretation. From the analysis of the units of meaning, 12 initial categories emerged, which were grouped into a final category: Developmental Dyscalculia - DD. After the period of psychopedagogical interventions, based on the use of specific games according to the skills that were out of step, it appears that the students showed advances in reassessment, in relation to the operations of addition, subtraction, multiplication and division.

Palabras clave : Developmental Dyscalculia; Mathematical skills; Psychopedagogical interventions.

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