Empleo del material didáctico en estudiantes con discalculia en el sub-nivel elemental Use of didactic material in students with dyscalculia at the elementary sub-level

Abstract

The development of mathematical logical thinking is one of the most important goals established in the Basic Education curriculum, however, such development is often limited by the learning difficulty called dyscalculia. In this sense, this study set itself the objective of analyzing the use of teaching materials in students with dyscalculia. Its theoretical foundation falls on authors such as Ortiz (2008), Otady (2015), Arias (2019) among others. An investigation with a quantitative approach was developed, with a positivist paradigm with a descriptive level and field design. The study population consisted of forty-seven (47) teachers, the process of analyzing the data obtained through the survey technique was carried out and a questionnaire was used as an instrument, this instrument was submitted to the validation of judgment As an expert, it should be noted that one of the most significant results is that the majority of teachers indicate that didactic and technological materials help students to be motivated to learn mathematics. Among the conclusions drawn, it was inferred that intervention programs are usually effective for most students with mild to moderate dyscalculia, but there are students with severe dyscalculia who do not show progress as a result of the planning applied, for this reason it is necessary to apply materials technological and physical didactics with the support of the family and the health professional and thus reduce the gap between the deficit and the projection of the educational leve