PSYCHOPEDAGOGICAL INTERVENTION IN MATHEMATICS LEARNING DIFFICULTIES Damaris Oliveira Cavalcante

Abstract

Solving math problems has been one of the most difficult of today's students, many students give up performing calculations, but why does this happen? There is a plausible answer to this disinterest in mathematics, there is something that can undermine the evolutionary conditions of student learning teaching, characterized as a disorder, more specifically dyscalculia. In this way, this article aims to address the main factors of learning difficulties in mathematics and to present the steps of a diagnosis and referrals that can aid the learning of mathematics for the child in the day to day. This research has a theoretical approach, bibliographical, with a perspective in the investigation of facts in the process of teaching learning in students with disorder: dyscalculia. The performance of a multidisciplinary team is extremely necessary, but teachers and managers need to be attentive with signals that the students present. With a multidisciplinary team, it is possible to exclude any kind of physiological problem that may exist. If the diagnosis is really dyscalculia, the psychopedagogue can work activities that aid in its development in mathematics and intervene according to the difficulty of each subject.