| Revista: | Horizonte pedagógico (La Habana) |
| Base de datos: | |
| Número de sistema: | 000568326 |
| ISSN: | 2310-3648 |
| Autores: | Fernández Arias, Lázaro Alberto1 |
| Instituciones: | 1Escuela Especial Abel Santamaria Cuadrado, Marianao, La Habana Cuba. https://orcid.org/0000-0003-3346-5800, |
| Año: | 2023 |
| Volumen: | 12 |
| Número: | 1 |
| Paginación: | 92-102 |
| País: | Cuba |
| Idioma: | Español |
| Resumen en inglés | In the different educational levels present in the Cuban Educational System, one of the main demands is to develop a whole system of attention to students due to its preventive, corrective, compensatory and stimulating nature of development in an inclusive way. The Mathematics discipline has not been alien to educational improvement. In this, from the theoretical point of view, the bases for attention to inclusion and diversity are laid. However, it was possible to verify that in the Secondary Education of the "Abel Santamaría Cuadrado" Special School, in the Marianao municipality, the teachers have deficiencies in their preparation, which makes it difficult to respond to the challenges that educational diversity entails and to correctly direct the Mathematics teaching-learning process with blind students. With the interest of contributing to the teacher having the necessary resources, the work presented proposes a didactic strategy for teaching Mathematics to blind students, which will protect and direct learning situations in a way that promotes curricular adaptation. significant and insignificant of methods, support resources and teaching means with a view to guaranteeing access to the curriculum |
| Resumen en español | En los diferentes niveles educativos presentes en el Sistema Educativo Cubano una de las demandas principales está en desarrollar todo un sistema de atención a los educandos por su carácter preventivo, correctivo, compensatorio y estimulador del desarrollo de forma integradora. La disciplina Matemática no ha estado ajena al perfeccionamiento educacional. En este, desde el punto de vista teórico, están sentadas las bases para la atención a la inclusión y la diversidad. Sin embargo, se pudo constatar que en la Educación Secundaria de la Escuela Especial "Abel Santamaría Cuadrado", del municipio Marianao, los profesores tienen carencias en su preparación, lo que dificulta dar respuesta a los desafíos que entraña la diversidad educativa y dirigir acertadamente el proceso de enseñanza-aprendizaje de la Matemática con educandos con ceguera. Con el interés de contribuir a que el profesor cuente con los recursos necesarios, el trabajo que se presenta propone una estrategia didáctica para la enseñanza de la Matemática a educandos con ceguera, que le permitan organizar y dirigir situaciones de aprendizaje de manera que propicie la adaptación curricular significativa y no significativa de los métodos, los recursos de apoyo y los medios de enseñanza con vistas a garantizar el acceso al currículo.Abstract:In the different educational levels present in the Cuban Educational System, one of the main demands is to develop a whole system of attention to students due to its preventive, corrective, compensatory and stimulating nature of development in an inclusive way. The Mathematics discipline has not been alien to educational improvement. In this, from the theoretical point of view, the bases for attention to inclusion and diversity are laid. However, it was possible to verify that in the Secondary Education of the "Abel Santamaría Cuadrado" Special School, in the Marianao municipality, the teachers have deficiencies in their preparation, which makes it difficult to respond to the challenges that educational diversity entails and to correctly direct the Mathematics teaching-learning process with blind students. With the interest of contributing to the teacher having the necessary resources, the work presented proposes a didactic strategy for teaching Mathematics to blind students, which will protect and direct learning situations in a way that promotes curricular adaptation. significant and insignificant of methods, support resources and teaching means with a view to guaranteeing access to the curriculumKeywords: students with blindness; teaching-learning process; plane geometry; didactic strategy; visual disability |
| Palabras clave: | proceso de enseñanza-aprendizaje, discapacidad visual, educandos con ceguera, geometría plana, estrategia didáctica. |
| Keyword: | plane geometry, didactic strategy, visual disability, students with blindness, teaching-learning process. |
| Texto completo: | Texto completo (Ver PDF) Texto completo (Ver HTML) |
