Matemáticas y diversión : una propuesta en la enseñanza - aprendizaje para los estudiantes con necesidades educativas especiales

Abstract

In Colombia, teaching has historically been marked by a traditional approach, which limits the adoption of new pedagogical strategies to cover diverse contexts, therefore, it loses effectiveness when it comes to serving students with special educational needs (SEN) because, as Alvares-Hervia (2020) states, “they have greater difficulties in accessing the general curriculum, the learning associated with their age – whether due to intrinsic or contextual causes – and therefore, they require a differential educational intervention” (p. 2). Its fragility becomes evident when faced with the challenge of answering questions such as: What strategies can be implemented in the classroom to ensure that all students understand a concept? To address this issue, when the teacher must identify the specific difficulties of each student and design adapted activities that allow for meaningful understanding. In this sense, adequate and personalized support not only facilitates learning, but also promotes equity in education. In the context of the Colegio República China, special educational needs include visual impairment, autism and low vision, among others. These students require constant support in their teaching-learning process, which must be mediated by specific adaptations and pedagogical strategies that address their particularities.