Diseño de guías de aprendizaje para el desarrollo del pensamiento numérico y variacional de estudiantes del grado quinto con discapacidades intelectuales leves (DIL))

Abstract

Over time, the education sector has increased interest in improving the teaching-learning processes of mathematics based on the “understanding that has been acquired about its importance as part of daily life and as a fundamental basis for other scientific disciplines, (Vizcaino, Terrazzan, 2015, pg 100). That said, it is recognized that the education that is taught today must simultaneously and comprehensively consider all dimensions of development, including the development of numerical and variational thinking of students, in order to face the challenges imposed by the current context. . According to Cardoso and Cerecedo (2008), training in mathematical competences in childhood is essential for the development of intelligence, cognitive abilities, rational thinking, abstraction and strategic thinking for the resolution of conflicts in the face of various situations. In this sense, a comprehensive training in basic education must include as a means and as an end the development of numerical and variational thinking in children to promote the development of positive attitudes and habits that allow them to face the world with confidence and creativity. Up to this point, we will agree that the role as a teacher contemplates the role of mediator and facilitator for students to acquire the tools, skills and knowledge necessary to live in society. Then, it is necessary to implement new teaching methodologies from playful and didactic to stimulate solid training processes. Now, as teachers, we are immersed in countless challenges that we must face in a proactive and innovative way on a daily basis. One of these challenges is centered on attending the teaching-learning processes, understanding and assuming the diversity that characterizes our students; It is our obligation to guarantee an inclusive education that addresses the difference in capacities and understands that learning has different rates. Due to this, the present work specifically addresses the creation of didactic material to promote the development of numerical-variational thinking in students with a mild intellectual disability (DIL) condition in the fifth grade of the Basic Education level. taking into consideration all the legislative provisions in Colombia and the importance of this process to generate a significant contribution in the field of inclusive education in the national context.