Enseñanza de las matemáticas en estudiantes con trastorno por déficit de atención e hiperactividad
Valdés Cañate, Marina Isabel | 2022
The purpose of this work was to design innovative strategies for teaching mathematics in students with ADHD in the sixth grade of the I.E.D. Denis Herrera de Villa, based on the assumptions of Barkley and Rubiales (2012), who stated that the most effective way to achieve high pedagogical quality for these children is through methods that guarantee the development of skills in the teacher and a program quality education, also considering González, Guerrero and Navarro (2019) who aim to create innovative teaching proposals that promote training processes and improve the quality of education received by children with said diagnosis. Methodologically, the work was carried out from the deductive rationalist paradigm with a complementary mixed approach that aimed at the 6th grade students of the I.E.D. Denis Herrera de Villa, as well as the teachers of these grades, to whom the Magellan Scale was applied to diagnose children with ADHD, a semi-structured interview and a focus group with the participation of the representative of the Department of Psychoorientation. Given that learning mathematics is based on structural processes of the mind, and that among the types of ADHD, Attention Deficit and Combined (Inattention, Hyperactivity and Impulsivity) stood out, it is necessary to consider innovative strategies that bet on the acquisition of the knowledge to transform thought and behavior, based on concepts and activities in which students are capable of experimenting and trying to obtain results or find solutions.