<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382012000200005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Contagem numérica em estudantes com síndromes de X-Frágil e Prader-Willi]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosso]]></surname>
<given-names><![CDATA[Telma Regina França]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dorneles]]></surname>
<given-names><![CDATA[Beatriz Vargas]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A05">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2012</year>
</pub-date>
<volume>18</volume>
<numero>02</numero>
<fpage>231</fpage>
<lpage>244</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382012000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382012000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382012000200005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[As dificuldades de aprendizagem matemática constituem um campo bastante complexo e ainda relativamente pouco explorado. Pesquisas com síndromes associadas ao baixo desempenho matemático indicam que há diferentes perfis cognitivos subjacentes às dificuldades na matemática e nos mostram que nem toda dificuldade de aprendizagem matemática é originada da mesma maneira. Este estudo teve como objetivo investigar as características dos princípios da contagem numérica em dois estudantes: um com síndrome do X-Frágil (SXF) e outro com síndrome de Prader-Willi (SPW). Foram feitas observações em sala de aula e no espaço escolar e investigaram-se os princípios numéricos em cinco situações matemáticas diferentes com intenção de observar os seguintes princípios numéricos: correspondência um a um, ordem constante, cardinalidade, abstração e irrelevância da ordem. Concluiu-se que o princípio da correspondência um a um (termo a termo) mostra-se em desenvolvimento mais lento do que nas crianças da mesma faixa etária, enquanto que os princípios da abstração e irrelevância da ordem são os menos desenvolvidos nas duas crianças estudadas. Crianças com estas síndromes estão em salas de aulas regulares e o conhecimento sobre suas habilidades cognitivas e sua apropriação de conceitos e conteúdos matemáticos se torna necessário para garantir uma inclusão que favoreça o sucesso matemático.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Difficulties in learning mathematics are a complex issue that is still relatively unexplored. Research into syndromes associated with low mathematical performance indicate that different cognitive profiles underlie learning difficulties in math and show that not all such difficulties have the same origins. This study aimed to investigate characteristics of the principles of numerical counting in two students: one with Fragile X syndrome (FXS) and another with Prader-Willi syndrome (PWS). Observations were made in the classroom and on the school playground. Five different mathematical situations were used to investigate five numerical principles: one to one correspondence, constant order, cardinality, abstraction and irrelevance of order. It was concluded that the principle of one to one correspondence in these children appears later than in their peers, and the principles of abstraction and irrelevance of order are the least developed in these children. There are children with syndromes such as these enrolled in regular classrooms. In order to ensure inclusion that encourages mathematical success, it is important to gain knowledge about their cognitive abilities and how they appropriate concepts and mathematical content.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Dificuldades de Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Educação das Pessoas com Deficiência]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Difficulties in Learning Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Fragile X Syndrome]]></kwd>
<kwd lng="en"><![CDATA[Prader-Willi Syndrome]]></kwd>
<kwd lng="en"><![CDATA[Numerical Count]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Contagem num&eacute;rica em  estudantes com s&iacute;ndromes de X-Fr&aacute;gil e Prader-Willi.</h2> <h3>Numerical counting in students with fragile X and Prader-Willi Syndromes.</h3>     <p>&nbsp;</p> <h4>Telma Regina Fran&ccedil;a Rosso,  Beatriz Vargas Dorneles    <br> </h4> </font>      ]]></body><back>
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