La Resolución de problemas aritmético-verbales por alumnos con Déficit de Atención con Hiperactividad (TDAH)

Laburpena

THE SOLVING OF ARITHMETICAL PROBLEMS BY ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) PUPILS This Thesis is set in the field of maths didactics, specifically "maths and diversity" through working with ADHD pupils. The thesis main issue focuses on getting to know the ADHD pupils' specific and distinctive features with regard to their non- ADHD classmates concerning the solving of arithmetical-verbal problems in order to find a number of guide lines that help such pupils to improve their output in mathematics. After studying the theoretical framework by getting closer to the Deficit (context setting, present situation, problems of ADHD pupils at school) and researching in the field of arithmetical-verbal problems, the outcome of the research is put forward. The research consists of two parts: the first compares the solving of such problems between ADHD pupils and non- ADHD pupils in order to know the differences in several aspects such as adjustment, comprehension, number of mistakes and so on. The second consists in watching ADHD pupils while trying to solve arithmetical-verbal problems. The first part is based on a series of tests taken by 103 pupils, both ADHD and non-ADHD pupils, of all years of Primary Education (EP) as well as 3rd and 4th year of ESO. Both qualitative and quantitative analyses have been made from the results of our samples and the differences when solving the arithmetical-verbal problems. This part includes a study focused on the empirical-based beliefs ADHD pupils' teachers as regards the difficulties that such pupils find in doing the problems. The second part of the research deals with the carrying out of the problem-solving tasks by such pupils on the spot. Moreover, the second part includes a little study that implements a statement-modifying programme whose aim is to help the pupil understand the problem by adding textual support to the statement / content. The thesis ends up with the conclusions of the two parts of the research, the pedagogical involvements and orientations for teachers and families in order to adjust measures involving ADHD pupils with distinctive features in the solving of arithmetical-verbal problems. "