SILVA, T. M.; http://lattes.cnpq.br/6499608715942749; SILVA, Ticiany Marques da.
Resumen:
In the present study we have as main objective of research to identify the potentialities and limitations of the game Tangram in the teaching and learning of mathematics for students with ADHD and also to make a reflection on the teaching of mathematics in inclusive education. This study was based on researches of LORENZATO (2009), RÊGO e RÊGO (2009), authors who talk about the use of manipulative didactic materials in the teaching and learning process, when we deal with inclusive education based on the conceptions of ROTTA, OHLWEILER E RIESGO (2016), ALVES (2012), and also in the Declaration of Salamanca (1994 ). The work was developed in the qualitative research modality. The applications occurred in a School in the city of Baraúna - PB, with 7th grade and 9th grade three students, who had ADHD diagnoses. It was chosen to work with the game Tangram because, several authors talk about the subject, showing the importance of the use of manipulative didactic materials, being an excellent resource to aid in the teaching and learning process of students with disabilities, making the experience of a certain easier and more playful content. We will discuss in this work about the use of Tangram as a teaching and learning tool in mathematics for students with ADHD, working mathematical activities so that these students can develop ideas and concepts of geometric forms and fractions, in these activities we can note if there are some gaps and difficulties present in the content. In observing the activities developed we came to the conclusion that the game Tangram can be used with a teaching tool in mathematics for students with ADHD, because it made these students stay focused for longer than in a regular math class, a greater involvement and the participation of these members by having an exchange of experience and learning of the content..
