Diseño universal para el aprendizaje en el proceso de enseñanza-aprendizaje de matemática para el noveno año de Educación General Básica

Abstract

The following degree work is based on the research problem referred to the difficulties for learning mathematics presented by ninth-year students of the Educational Unit " Amaluza”. The General Objective was: "To build a planning based on the Universal Design for Learning (DUA) to promote an inclusive teachinglearning process in mathematics. "The supported theoretical bases are referred to Inclusive Education, Universal Learning Design (DUA), as well as mathematics teaching and learning strategies. It is a qualitative research (Hernández, Fernández and Baptista 2010), located in the hermeneutical paradigm (Martínez, 2006). To collect the information, a semi-structured interview was applied to seven (07) teachers in the area of mathematics of the Educational Unit " Amaluza” and eleven (11) ninth-year students of Basic General Education who made up the intentional sample. The results obtained were analyzed and two category systems were formed. Some identified categories were: ignorance of innovative methodological strategies that promote inclusion, the necesity to apply contextualized, flexible and varied strategies using various resources, just as the need of collaborative work and specific mathematical knowledge that has not been achieved. The planning proposal was based on the DUA principles and guidelines, on the results reflected in the categories and what was presented in the theoretical review.