Aproximación a las Discapacidades Específicas de Aprendizaje en la competencia Matemática en el contexto educativo colombiano Aproximación a las Discapacidades Específicas de Aprendizaje en la competencia Matemática en el contexto educativo colombiano

Abstract

The article aims to provide a critical review of the literature on the state of the art about learning disabilities in Mathematics in the Colombian educational context. To do this, a brief historical review of the constructs “disability”, “mathematical competence” and “learning disability” were carried out. An analysis of the concepts, causes, characteristics, evaluation and intervention related to the specific learning disabilities in the Mathematics competence was proposed. The different reports of the educational system in Colombia, national and international tests reflect an alarming percentage of students with learning disabilities in Mathematical knowledge and evidence the need to establish an early detection, since this originates from early childhood in the teaching-learning process and are maintained throughout the educational process if no prompt intervention is provided by teachers, through a diagnosis, monitoring and permanent evaluation, using criteria in order to correct the difficulties through learning that develop creativity, skills , the organization and adaptation of contents along with authentic assessment and learning results as pedagogical tools, among others, allowing to take curricular actions needed to attend the educational necessities of students with DEAM, according to the level and rhythms of student learning. The necessity for the recognition, concretion and development of the category of learning disability at the legislative level and in the public education policies in Colombia for a quality care by educational administrations and other entities is emphasized, through a solid theoretical and empirical foundation provided at a scientific level, and with active participation of educators as researchers in the classroom.