| Revista: | Educación y Ciencia (Tunja) |
| Base de datos: | |
| Número de sistema: | 000552295 |
| ISSN: | 2805-6655 |
| Autores: | Amaya-Gil, Marvin1 Patiño-Benavides, Angie1 Marín-Pineda, Julieth1 |
| Instituciones: | 1Universidad Pedagógica y Tecnológica de Colombia (U`PTC), |
| Año: | 2023 |
| Volumen: | 27 |
| Paginación: | 1546-1546 |
| País: | Colombia |
| Idioma: | Español |
| Resumen en inglés | This article aims to identify the conditions that strengthen the recognition of single-digit numbers, the basis of mathematical thinking in a nine-year-old student with intellectual disability, who has difficulty in cognitive processes of attention, memory and language, because it is limited for her age, does not follow instructions, her learning is short term and is dependent on the performance of daily activities and is currently in third grade at Técnico Bellas Artes Educational Institution, in the city of Sogamoso (Boyacá). This study presents a qualitative methodology as its approach and a case study research design and was developed with the approval of the Institution, the assent and consent of the minor and her mother. The instruments used were semi-structured interviews with the teacher, the psychologist who periodically visits the institution and the minor´s mother; the Individual Plan for Reasonable Adjustment Plan (RAP) was also considered; moreover, the process developed in each session provides evidence from field diaries, which were observed and reported in detail. The results allowed us to identify that learning is strengthened through interaction and cooperativism with peers; also, the teacher role is fundamental in providing interactive stimuli, didactic resources, making reasonable adjustments, promoting a positive learning environment, and providing needed supervision; all which allowed the child to advance in her formative process of strengthening the learning of single-digit mathematical quantities, from the number 0 to 9; It's also worth noting the importance of teacher/student supervision, regardless of the orientation made during the formative process of students diagnosed with intellectual disabilities. |
| Resumen en español | El presente artículo pretende identificar cuáles son las condiciones que fortalecen el reconocimiento numérico de una sola cifra, base del pensamiento matemático en una estudiante de nueve años que presenta Discapacidad Intelectual (DI) y cursa tercero de primaria en una institución pública de Sogamoso (Boyacá). La menor presenta dificultad en procesos cognitivos (atención, memoria y lenguaje), no sigue instrucciones, su aprendizaje es a corto plazo y es dependiente en la realización de actividades cotidianas. Este estudio presenta una metodología cualitativa con diseño investigación tipo estudio de caso. Los resultados evidencian que el aprendizaje en estudiantes que presentan discapacidad intelectual ocurre de manera significativa mediante la interacción y cooperativismo con pares, de igual manera, el rol que desempeña el docente es fundamental, debido a que, al brindar estímulos interactivos, recursos didácticos, realizar ajustes razonables de acuerdo con las necesidades educativas identificadas, fomentar espacios de enseñanza-aprendizaje y hacer seguimiento constante de dicho proceso, se logra que el estudiante pueda afianzar el conocimiento adquirido y logre implementarlo en su cotidianidad. |
| Palabras clave: | inclusión social, deficiencia mental, matemáticas, infancia, enseñanza, aprendizaje |
| Keyword: | Social inclusion, Mental deficiency, Mathematics, Childhood, Teaching, Learning |
| Texto completo: | Texto completo (Ver PDF) Texto completo (Ver HTML) |
