Atención a la diversidad en el proceso de enseñanza aprendizaje de la matemática en el segundo año de bachillerato

Abstract

Education around the world is in crisis, and the Ecuadorian Education has not been left out. It experiments a transition cycle towards the inclusion.The present degree work has as purpose the use of pedagogical strategies of inclusion and how to give attention to diversity in Math teaching-learning process in the Second Year of Bachillerato General Unified. A qualitative design was applied to 63 students of Unidad Educativa 16 de Abril of Azogues city, also were used information records, interviews and questionnaires. The identified barriers appear from the triangulation of the results obtained through the registers, limiting that has guided our investigative process towards the analysis of the principles and guidelines of the universal learning design, finding in it the necessary arguments to base the pedagogical proposal to design a Didactic Unit Plan that addresses the diversity in the class. The proposal which contains a DUA based format, a PUD model, also a strategies handbook was reviewed and endorsed by applying the specialists’ criteria. Finally, it concludes that the best way to attend the students’ diversity within the Math teaching-learning process is to enhance the use of collaborative strategies.