Trayectoria hipotética de aprendizaje de patrones aritméticos con números enteros, para estudiantes en situación de discapacidad intelectual

Abstract

The focus of interest of this work is to design a Hypothetical Learning Trajectory (THA) of the arithmetic patterns of integers that will be incorporated into a teaching trajectory in the classroom for students with intellectual disabilities, contributing to the teaching processes and learning mathematics. In this way, THAs support the development of mathematical knowledge and foster a richer understanding of how children learn mathematics. For teachers, they are tools that allow a structured way to look at the learning of a mathematical concept, considering the generalization process and integers as concrete concepts to work on; For the first, it is considered as a significant and comprehensive learning process in the field of pattern formulation, as mentioned by Schoenfeld (1992), mathematics reveals hidden patterns that help to see and understand the world from different perspectives; and the second, according to Cid, Godino and Batanero (2004), the difficulties that arise when manipulating and understanding integers are due to the events that the mathematical community had to accept them. On the other hand, inclusion is addressed from a perspective of mathematical education for all, creating a space where students as a whole interact to generate meaningful learning experiences, based on the differences that each human being has and their ways of seeing. and understand things (Paredes and Sanabria, 2015). Finally, the research methodology to be worked on is Design research, through the use of teaching experiments, with which hypotheses are generated, reaffirmed and changed, allowing the generation of significant learning experiences in mathematics (Rinaudo and Donolo, 2010).