Resumo

ARECES, Débora et al. Intervention in learning difficulties in mathematics: influence of the severity. Relime [online]. 2017, vol.20, n.3, pp.293-315. ISSN 2007-6819.  https://doi.org/10.12802/relime.17.2032.

The Integrated Dynamic Representation (IDR) is a strategy that attempts to improve basic mathematic skills and problem solving. The present study is aimed at analyzing the effectiveness of the IDR in learning difficulties in mathematics (LDM) depending on their severity levels. A sample of 80 students (age range: 6-9) with mild and moderate LDM took part in the study. They were assigned to two groups: control group (CG; 40 students who followed the traditional methodology), and treatment group (TG; 40 students who received intervention with IDR). Results demonstrated the effectiveness of the intervention with IDR in comparison to the traditional methodology in both severity levels. The TG presented improvements in all the competencies analyzed, regardless the severity level; while the CG showed some improvements in informal and formal skills, but only within the mild severity level. These findings suggest that IDR strategy leads to better results in students with mild and moderate LDM.

Palavras-chave : Informal mathematics skills; Formal mathematics skills; Learning difficulties in mathematics; Intervention; Strategies.

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