Estrategias metodológicas interactivas aplicadas a estudiantes de la básica elemental con problemas de discalculia

Abstract

Currently, the teacher faces new demands and challenges within the educational field, complicating the accompaniment of students who have learning problems, which is why the teacher requires new strategies that allow him to work with all students without complications. Providing pertinent attention to each need, this is how this research focused on providing interactive methodological strategies that help facilitate the teaching-learning process in elementary school students with dyscalculia. In this sense, the application of innovative methodological strategies within a classroom is of fundamental relevance, assuming new challenges in education and with more emphasis when dealing with children who suffer from learning problems such as dyscalculia, attributing a great challenge to the teacher of today. The study was carried out through an exhaustive analysis of bibliographic sources and indexed journals, using a qualitative approach through the inductive descriptive method. Through this research work, teachers are given the possibility of acquiring methodological tools to work assertively with those students who present problems in the subject of mathematics. Finally, it is concluded that the adequate implementation of interactive methodological strategies is essential within the teaching-learning process, and that the teacher knows what these strategies are, how important is the correct implementation and how to apply them, in order to overcome learning problems, through the analysis of a list of strategies mentioned throughout this work.