Trayectorias reales de aprendizaje del número y de la escritura en español en población infantil en riesgo de abandono

Abstract

This research paper shows the results obtained in the articulation relationships between the Hypothetical Learning Trajectory of number and writing in Spanish in children at risk of abandonment and the evolution of the Real Learning Trajectory of number and writing. in Spanish, in learning environments, addressed under "the category of "Learning environment" as a place for school learning and as a didactic product is incorporated into the didactic environment category" (Calderón and León, 2016, p. 13). The context for the research is delimited by the results of research on the problems to understand what children read and write in their early childhood and their first grades of schooling, there are relationships with the so-called "learning disorders" as they can be dyslexia and dyscalculia; Dyslexia is based on showing a reading level below what it should be due to age, eloquence and comprehension, dyscalculia impairs the acquisition of mathematical skills, disturbance of numerical reasoning processes and attention. This research is carried out with apprentice boys and girls, specifically the child population at risk of abandonment, this population is characterized by the lack of guidance necessary to carry out their tasks and clear up doubts regarding topics addressed in classes, relying only on the teaching of the teacher.