A FORMAÇÃO MATEMÁTICA E HABILIDADES PARA LIDAR COM OS TRANSTORNOS DO NEURODESENVOLVIMENTO

This study analyzes the relationships between mathematical training and the development of teaching skills aimed at the inclusion of students with neurodevelopmental disorders, such as ADHD, ASD, ODD, and dyscalculia. The general objective was to understand the usefulness of neurocognitive foundations, educational diagnosis, and inclusive methodologies in guiding effective pedagogical practices in mathematics education. Specifically, it sought to: identify the cognitive mechanisms that influence mathematical learning; distinguish learning difficulties from specific disorders and challenging behaviors; systematize inclusive methodologies and resources; and propose guidelines for initial and continuing teacher training. The justification for the study lies in the growing presence of these disorders in classrooms and the need to prepare teachers to respond to this diversity in a scientific and humanized way. The results show that the integration of neuroeducational knowledge, differentiated pedagogical practices, and inclusive training policies enhances mathematics teaching, promoting equity and meaningful learning for all students.