Accesibilidad y virtualidad: Un reto para la educación matemática

Abstract

In the present work, the relationship between accessibility and the learning environments that took place within the remote education experienced by COVID 19 is evidenced, for this a theoretical conceptualization was carried out, where definitions and characterizations were addressed regarding the types of learning environments, the different aspects and accessibility criteria that teachers use within their classrooms (virtual and face-to-face) and how they relate these aspects to the development of their classes. Different interviews were conducted with IED professors from Bogotá, typhlology, undergraduate students in mathematics and students with visual disabilities, since the latter have been the most affected by remote education, since they do not even have the tools, nor the pedagogical support that they should have in their classroom. At the time of conducting the interviews, it was found that the majority of teachers do not take into account the different accessibility criteria for the development of their classes remotely. What was found was that most do not know the correct typeface in a Word document and a presentation, they do not take into account the tone of voice, the contrast of colors and the use of mathematical programs for a classroom with diversity, looking help at the typhlology office. Despite this, it was also found that many of the teachers try to find a way for all students to access their classes, seeking strategies such as creating WhatsApp groups, making personal calls to students who do not have internet and extra-class tutoring. so that students do not lose the thread of their learning process. As for the students with a visual disability, it was observed in the interviews that they are not very comfortable with the new normal, since as they express it in the interviews, it has been very difficult to adapt to their new classroom, since They do not have the tools for their learning process, for which they suggest various strategies that schools should take into account so that they do not fall behind in their process, of which the instrumentation of schools for students with different disabilities stand out, preparation of teachers for the use of technologies and tools that take into account accessibility and diversity. According to these two focuses of interest and thanks to the relationship between the theoretical conceptualization and the interviews, it was possible to implement the primer entitled "Accessibility and virtuality: A challenge for mathematics education." Where a series of recommendations are given that teachers should take into account when conducting their class with the use of new technologies and thus manage to welcome all students into their mathematics classroom.