INTEGRATION OF GAMES AND PLAYFUL STRATEGIES IN TEACHING MATHEMATICS FOR CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

Abstract

This article took as its thematic object the neuropsychological issue of Attention Deficit Hyperactivity Disorder – ADHD in students in the initial grades of elementary school, specifically under the textual title Playing and learning: playful strategies in teaching mathematics for children with ADHD. The general objective of this research was to analyze examples of the contribution of mathematical games, as teaching resources and as materials for developing human skills, to learning in elementary school in its initial three years for students with ADHD. In its methodology, this text used bibliographical research to support its information in different publications on mathematical playfulness in Elementary School and on attention to students with ADHD. A case study was also carried out with two children, one in the 1st year of elementary school and the other in the 2nd year, in a municipal school in Aroeiras do Itaim/PI. Based on investigations into the management of methodological paths, the importance of the school boosting pedagogical strategies in favor of people who have neuropsychological disabilities, such as children with ADHD, was reaffirmed. The cognitive and interactive gains of these children were also verified when dealing with mathematical games as learning and play resources.