Discalculia: uma proposta de avaliação

Abstract

The school performance can be defined as the links between the level of knowledge acquired by students of a certain age, their cognitive abilities and education (FONSECA, 2008; GOUVEIA et al, 2010; REBOLLO et al., 2007). For various reasons, many children do not reach the expected level of performance and theirs “not learn” makes room for negative labels that can generate bad consequences for the self-image and motivation. A point that may be associated with stigma of the students is the lack of clarity on the part of some professional education about the process of acquiring knowledge, and learning disorders are examples of factors that deserve to be explored, as interfering with school progress. The Dyscalculia is a disorder that affects the development of mathematical skills and has considerable impact – 3-6% of the general population. There are, however, few scientific publications and studies regarding its diagnosis. Thus, this article aims to: 1. address, briefly, knowledge and disorder in question and definitions; 2. present an evaluation protocol of it. It was done bibliographical and theoretical research, exploratory and descriptive. It is concluded that, given the need for production and dissemination of more information on the clinical evaluation of dyscalculia, the protocol developed can help the psychopedagogic practice focused on the child with learning disorder in question.