Adolescentes com diagnóstico de TDAH e seu desempenho escolar: uma revisão sistemática sobre a aprendizagem de matemática

Abstract

In the contemporary educational context, difficulties in learning Mathematics are recurrent in the school environment, mainly arising among students who struggle with domains of cognitive functions, such as Attention Deficit Hyperactivity Disorder (ADHD). The teaching of the subject, often associated with mechanical repetition, creates stigmas over time and can be influenced by students’ lack of interest—especially those with ADHD, who have difficulty maintaining focus. Thus, the present study aimed to evaluate psychological and pedagogical strategies for intervention in Mathematics learning, such as the use of playful activities through games, manipulatives, and technological resources to improve learning for this group. Furthermore, the research sought to investigate and describe pedagogical and psychological approaches that contribute to intervention in Mathematics learning for adolescents with ADHD and, as expected outcomes, promote mitigation of the main symptoms as well as develop mathematical skills through proposals aimed at enhancing concentration. The specific strategies may be highlighted as promising possibilities for stimulating learning in ways that allow students to take interest and participate, while respecting their individuality and pace. To achieve these objectives, a literature review was conducted on the relationship between Mathematics teaching and ADHD, consulting databases and selecting sources in December 2024, such as the Virtual Health Library (BVS), the CAPES Journal Portal, and Science Direct (Elsevier), using the descriptors “Attention Deficit Hyperactivity Disorder,” “Learning,” and “Mathematics” in Portuguese and English, following the Health Sciences Descriptors (DeCS). The analyzed materials indicated that understanding the factors related to ADHD is essential for implementing effective educational strategies, and also emphasized the importance of playful and interactive approaches, which promote learning and allow more adequate interventions in the teaching of Mathematics for students with this disorder. As an applied result of this research, the technological product “Continuing Education Course for Teachers: Strategies for Teaching Mathematics to Students with ADHD” was developed, aiming to provide educators with practical, reflective, and inclusive tools for classroom work. This technological product contributes to broadening teachers’ repertoires and strengthening the construction of more accessible, sensitive, and supportive educational environments that promote meaningful learning in Mathematics.