Experiencias Pedagógicas entre Discapacidad, Infancia y Matemáticas
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...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2023
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| Online Access: | https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/15466 |
| _version_ | 1801706635858542592 |
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| author | Amaya-Gil, Marvin Patiño-Benavides, Angie Marín-Pineda, Julieth |
| author_facet | Amaya-Gil, Marvin Patiño-Benavides, Angie Marín-Pineda, Julieth |
| author_sort | Amaya-Gil, Marvin |
| collection | OJS |
| description | 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. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-15466 |
| institution | Revista Educación y Ciencia |
| language | spa |
| publishDate | 2023 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-154662023-06-06T14:25:00Z Experiencias Pedagógicas entre Discapacidad, Infancia y Matemáticas Amaya-Gil, Marvin Patiño-Benavides, Angie Marín-Pineda, Julieth Social inclusion Mental deficiency Mathematics Childhood Teaching Learning inclusión social deficiencia mental matemáticas infancia enseñanza aprendizaje 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. 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. Universidad Pedagógica y Tecnológica de Colombia 2023-05-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/epub+zip https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/15466 10.19053/0120-7105.eyc.2023.27.e15466 Educación y Ciencia; Vol. 27 (2023): Educación y Ciencia ; e1546 2805-6655 spa https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/15466/12934 https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/15466/12935 https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/15466/12936 Derechos de autor 2023 Educación y Ciencia |
| spellingShingle | Social inclusion Mental deficiency Mathematics Childhood Teaching Learning inclusión social deficiencia mental matemáticas infancia enseñanza aprendizaje Amaya-Gil, Marvin Patiño-Benavides, Angie Marín-Pineda, Julieth Experiencias Pedagógicas entre Discapacidad, Infancia y Matemáticas |
| title | Experiencias Pedagógicas entre Discapacidad, Infancia y Matemáticas |
| title_full | Experiencias Pedagógicas entre Discapacidad, Infancia y Matemáticas |
| title_fullStr | Experiencias Pedagógicas entre Discapacidad, Infancia y Matemáticas |
| title_full_unstemmed | Experiencias Pedagógicas entre Discapacidad, Infancia y Matemáticas |
| title_short | Experiencias Pedagógicas entre Discapacidad, Infancia y Matemáticas |
| title_sort | experiencias pedagogicas entre discapacidad infancia y matematicas |
| topic | Social inclusion Mental deficiency Mathematics Childhood Teaching Learning inclusión social deficiencia mental matemáticas infancia enseñanza aprendizaje |
| topic_facet | Social inclusion Mental deficiency Mathematics Childhood Teaching Learning inclusión social deficiencia mental matemáticas infancia enseñanza aprendizaje |
| url | https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/15466 |
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