Desarrollo del sentido numérico desde los procesos de subitización en niños y niñas diagnosticados con discalculia

Abstract

"Children need to see mathematics as something sensitive, useful and valuable and verse themselves as beings who are afraid of thinking mathematically" (Clements and Sarama, 2009). Dyscalculia is a disturbance that affects math learning little researched and little known by teachers. It presents comorbidity with other psychiatric, pediatric and learning disorders such as dyslexia, which makes identification more difficult. The various alterations present in children diagnosed with this developmental disorder, as well as the different studies carried out in this regard, focus the interest of this research on a tool that allows developing the numerical sense and maintaining progress in learning mathematics, focused on the particularities of the diagnosed child and the Hypothetical Learning Path (THA); attending to the proposal of Simon (1995) since subitization, guided by the studies of Clements and Sarama (2009), it is a viable strategy within the scope of the mathematicians proposed in this work. The cerebral plasticity of children, with or without disturbances, empathy, self-esteem and the effectiveness of the constant adaptation of THA in various areas of creative knowledge of practices that are in progress learning in all environments even in those who math are present. Keywords: numerical sense, learning trajectory, subitization, developmental dyscalculia (developmental dyscalculia).