DYSCALCULIA AND THE USE OF GEOGEBRA SOFTWARE AS A PSYCHOPEDAGOGICAL INTERVENTION STRATEGY

EM CONTEXTO CLÍNICO EDUCACIONAL

Abstract

Dyscalculia is a specific learning disorder of neurobiological origin that impairs the ability to understand, manipulate, and apply numerical concepts and mathematical operations. This difficulty interferes with the development of logical reasoning and academic performance, potentially leading to feelings of frustration and low self-esteem. Considering the relevance of this topic, this article aims to analyze the use of the free software GeoGebra as an auxiliary tool in the psychopedagogical intervention process targeted at students with dyscalculia. This qualitative and bibliographic research is based on authors who discuss the role of educational technologies in mathematical learning and in overcoming cognitive difficulties. The study highlights that GeoGebra, by integrating graphical, algebraic, and geometric representations in a dynamic and interactive way, contributes to the development of mathematical thinking and the understanding of abstract concepts. Furthermore, the software promotes learners’ autonomy, the development of logical reasoning, and meaningful learning — essential aspects for the cognitive and emotional progress of students with dyscalculia. It is concluded that the pedagogical use of GeoGebra, when conveyed by qualified professionals, represents an effective strategy to support psychopedagogical intervention, strengthening inclusion and equity in mathematics education.