When teachingmathtostudentswithdyslexia in elementaryschool, teacherscan face
manychallenges. In viewofthis, thisresearchhasas itsmainobjectivetoidentify,
throughthereadingofstudiesfocusedonthistheme, what are
thedifficultiesthattheteacherencounters in
theprocessofteachingmathematicstostudentswithdyslexia. In addition,
linkedtothisobjective, thisresearchseekstoanswerthefollowingquestions:
Howhasteachercontinuingeducationaddressedthespecificissueofdyslexia,
andthushelpingteacherstoovercomethedifficultyofteachingMathematicstostudentswith
dyslexia in teaching fundamental? What are thedifficultiesthattheteacher faces
whenteachingMathematicstostudentswithdyslexia in elementaryschool? What are
thedifficultiespointed out in theresearchthatthemathematicsteacher faces
whenteachingmathematicalcontenttodyslexicstudents? For this, weusedresearchwith
a qualitative approach, whosemethodologyadoptedisbibliographicalresearch.
WeadopttheprinciplesoftheHistorical-Cultural Theoryof Vygotsky andothers. Thus,
attheendofthisresearch, it
canbenotedthatthedifficultiesfacedbyteacherswhenteachingmathematicstodyslexicstu
dents are duetothelackofspecificguidanceonhowto approach
theteachingofmathematicstostudentswithdyslexia. In addition, thereis a
lackofcontinuingeducation for
teacherswithregardtoteachingmathematicsaimedatdyslexicstudents.
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