Apoyo al proceso de inclusión de estudiantes con discapacidad al aula de matemáticas Colegio República de China I.E.D.

Abstract

After a period of supporting students with disabilities in the mathematics classroom at Colegio República de China IED, strategies for teaching content associated with arithmetic, geometry, and algebra are described. Adapted resources such as the Abacus, Cuisenaire rods, the Cartesian plane, and conventional geometry kits are presented. Materials are designed, such as equation boxes, raised rulers, and tangible objects instead of two-dimensional visual representations. It is considered that, in arithmetic and algebraic aspects, understanding the decimal number system and its operations, especially in the set of integers, must be given meaning and context to the student's reality. In geometry, it is essential to adapt and design materials that provide an understanding of the mathematical object, as is done with the use of common representation systems. In conclusion, an inclusive environment is achieved as long as strategies are sought and appropriate teaching materials are designed.