DISCALCULIA DO DESENVOLVIMENTO: UMA REVISÃO SISTEMÁTICA DA PRODUÇÃO CIENTÍFICA INTERNACIONAL
Abstract
Este artigo apresenta uma revisão sistemática com o objetivo de analisar a produção científica internacional sobre a Discalculia do Desenvolvimento (DD), evidenciando aspectos neurocognitivos, educacionais e emocionais. Foram selecionados 95 artigos revisados por pares, extraídos das bases PubMed, SciELO e LILACS, a partir de critérios de inclusão previamente definidos. Os resultados indicam que a DD é um transtorno específico de aprendizagem heterogêneo, caracterizado por déficits numéricos centrais, alterações em estruturas neuroanatômicas como o sulco intraparietal e o giro angular, além de elevada comorbidade com outros transtornos do neurodesenvolvimento, como a dislexia e o Transtorno do Déficit de Atenção e Hiperatividade (TDAH). A literatura destaca consequências emocionais importantes, como a ansiedade em matemática. Apesar dos avanços nas evidências neurobiológicas, observa-se escassez de estratégias pedagógicas e políticas públicas voltadas ao apoio educacional de estudantes com DD. Conclui-se, portanto, que é fundamental investir na identificação e diagnóstico precoce, no uso de intervenções lúdicas e adaptativas, e na formação continuada de professores, a fim de promover a inclusão e o desenvolvimento cognitivo em matemática.
This article presents a systematic review aiming to analyze the international scientific literature on Developmental Dyscalculia (DD), highlighting neurocognitive, educational, and emotional aspects. A total of 95 peer-reviewed articles were selected from the PubMed, SciELO, and LILACS databases, based on predefined inclusion criteria. The results indicate that DD is a heterogeneous specific learning disorder, characterized by core numerical deficits, alterations in neuroanatomical structures such as the intraparietal sulcus and the angular gyrus, and high comorbidity with other neurodevelopmental disorders such as dyslexia and Attention Deficit Hyperactivity Disorder (ADHD). The literature also emphasizes significant emotional consequences, such as math anxiety. Despite advances in neurobiological evidence, there is still a lack of pedagogical strategies and public policies aimed at supporting students with DD. It is therefore concluded that early identification and diagnosis, the use of playful and adaptive interventions, and ongoing teacher training are essential to promote educational inclusion and cognitive development in mathematics.
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DOI: http://dx.doi.org/10.46827/ejse.v11i7.6432
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