Articulación de trayectorias hipotéticas de aprendizaje en la aritmética para población sorda en niveles iniciales

Abstract

This project seeks to articulate Hypothetical Learning Paths (THA) of basic arithmetic: Subitization, counting and comparison, order and estimation, and of basic language too: Colombian Sign Language (LSC) and Written Spanish (EE) through a system of activities based on game and adapted to promote mathematical enunciation processes in deaf students. This interpretive study is developed with a deaf population with the intention of responding to the characteristics of Universal Learning Designs (DUA), transforming the environments, objectives, methods, materials and supports to make learning accessible to all students. It is executed in four phases and eight real learning trajectories (TRA) of deaf populations, those which are obtained as a result of progress in the arithmetic field and in the development of the language of written Spanish and the Colombian sign language as well.