La discalculia y su incidencia en el aprendizaje algebraico, en estudiantes de octavo año, Unidad Educativa “Atahualpa”, Machala, 2024 - 2025.

Abstract

This capstone project addresses the issue of dyscalculia and its impact on the learning of algebraic processes among eighth grade students at the “Atahualpa” Educational Unit in the city of Machala during the 2024–2025 school year. The research originated from observations of multiple difficulties students face when interpreting mathematical symbols, solving algebraic operations, applying rules, and comprehending abstract concepts inherent to algebra—especially those with specific learning disorders such as dyscalculia.The study was conducted using a mixed-methods approach with explanatory, descriptive, relational, and propositional levels. This design enabled an understanding of the root causes of the problem, a description of its impact in the classroom, an analysis of the correlations among involved variables, and the proposal of methodological alternatives to address it. The methodology combined documentary and fieldwork approaches: reviewing academic literature and collecting data through surveys administered to both teachers and students, along with direct observations.Findings revealed that dyscalculia significantly impairs algebra performance by undermining comprehension of mathematical symbols, mastery of operational rules, and logical structuring of exercises. Additionally, the study identified a limited level of teacher preparation in recognizing and addressing this difficulty, as well as scarce implementation of adaptive strategies and inclusive pedagogical resources in classrooms.The study concludes that it is essential to implement specific curricular adaptations, incorporate playful learning activities, and promote an inclusive education framework that responds to the real needs of students with dyscalculia.