Resumo

FARFAN-PIMENTEL, Diana Eulogia et al. Dyscalculia in elementary school students. Horizontes Rev. Inv. Cs. Edu. [online]. 2025, vol.9, n.37, pp.972-983.  Epub 24-Fev-2025. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v9i37.963.

Primary school students in educational institutions present serious difficulties in the process of learning mathematics, which clearly affects their performance in the development of mathematical skills such as the execution of numerical calculation processes, the identification of mathematical symbols and problem solving, and at the same time affects the socioemotional environment of the student. The objective was to analyze dyscalculia in the process of learning mathematics in elementary school students. The method used was a qualitative approach study, with a non-experimental design and non-probabilistic sampling. The study population consisted of physicians, psychologists and educators. The study technique was the interview and the instrument was the interview guide validated by expert judgment. The results were obtained as an emerging category: Actions in the face of difficulties in learning mathematics and as subcategories (i) pedagogical feedback, (ii) learning with play activities, (iii) early diagnosis and (iv) curricular adaptations. It was concluded that dyscalculia in elementary school students is a phenomenon that occurs frequently and whose aggravating factor is reflected as a limiting factor in the process of developing skills in the area of mathematics. This is evidenced through low performance in the skills of numerical calculation, identification of mathematical symbols, understanding of problems and resolution of mathematical situations, being pertinent the application of feedback through playful strategies that motivate meaningful learning.

Palavras-chave : Dyscalculia; Calculation; Problem solving; Logical-mathematical thinking; Learning difficulties; Feedback..

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