Didactic intervention to promote mathematics learning in children with dyscalculia Intervención didáctica para promover el aprendizaje de las matemáticas, en niños con discalculia

Abstract

This study was aimed to encourage the learning of mathematics in children with developmental dyscalculia through education and teaching strategies. The research methodology is framed within the qualitative paradigm, with an exploratory ethnographic method, as its object of study needs to be addressed from the observational record of the development of students with learning difficulties in mathematics through the development of evidence in this area. The categories addressed relate to factors that affect learning, alternative teaching, learning mathematics in children with dyscalculia and mathematics activities according to numerical thinking, which marked the path of execution to address the subject of investigation. Finally, we conclude that the strategies used allowed the student not only know the subject from the process developed but at the same time, enhance and maintain constant motivation and participation in learning in this key area in the school curriculum.