Trayectorias reales del aprendizaje de visualización espacial, en niños en situación de discapacidad intelectual leve de grado sexto

Abstract

This work presents a research structure on the real learning trajectories (TRA) of the spatial visualization of a group of sixth grade children, diagnosed with "mild cognitive deficit", in an integration school of the Capital District; from a hypothetical learning trajectory (THA) for visualization, designed, taking as reference the THA taken from Clements and Sarama (2015). The theoretical approach addressed was the research in design that with the teaching experiment, allowed the analysis of the information obtained by identifying a development and progression of learning in spatial visualization and recognizing the real trajectories of students, and the characteristics that have the THA of visualization, so as not to marginalize children in situations of mild intellectual disability.