Educación matemática en el contexto del aula hospitalaria

Abstract

This report describes the internship carried out in the hospital classroom of Clínica Infantil Colsubsidio, with the aim of supporting the learning process of hospitalized students, particularly in the area of mathematics. To achieve this, a flexible curriculum based on the Basic Learning Rights (DBA) was implemented, tailored to the specific needs of each student. The experience focused on designing meaningful activities that connected academic content with human experience, offering each student a personalized teaching process—something difficult to achieve in a conventional classroom. Despite challenges such as limited time, frequent transfers, and unavoidable medical interruptions, significant progress was made thanks to formative assessments designed for each individual case. The work required constant communication with the students’ home institutions and highlighted that, beyond improving administrative procedures and coordination between the university and external entities, empathy, sensitivity, and the ability to reflect on one’s own practice are essential to respond effectively to the situations that arise in this context. It was especially valuable to work in an environment of respect and solidarity, where no major conflicts occurred and many gestures of collaboration were present. This experience led me to reflect that teaching is not merely about mastering a subject area, but about adapting, listening, and being willing to learn alongside the students. Therefore, I recommend streamlining internship procedures, strengthening socioemotional development in teacher training, and ensuring continuous support for interns—not only academically, but also personally. Ultimately, this internship was an opportunity to bridge theory and practice in a real-world setting, and to grow not only as an educator, but also as a human being.