Estrategias didácticas para estimular el proceso de enseñanza-aprendizaje de las operaciones matemáticas básicas en un caso con discapacidad intelectual leve de la Unidad Educativa Especial Manuela Espejo de Azogues.

Abstract

The research conducted a study around the problem: How to stimulate the teaching-learning of basic mathematical operations in a case with mild intellectual disability of the technical high school, in this sense the general objective of the study was directed to propose didactic strategies to stimulate the teaching-learning of basic mathematical operations in a case with mild intellectual disability. The research was theoretically supported by the concepts of; intellectual disability, teaching-learning of mathematics, basic mathematical operations, didactic strategies, among others, it was supported by authors such as: Piaget (1969), Vygotski (1979), American Psychiatric Association (2013), Ministry of Education of Ecuador (2016), Howard et al. (2018), Pinos and Quizhpi (2023) etc., who provided valuable insights to understand the stimulation of teaching-learning of basic mathematical operations in a case with mild intellectual disability. The research method used was the single case study. The techniques used were: bibliographic and documentary review, participant observation, interview, survey, and instruments such as: bibliographic record, documentary analysis record, observation guide, interview script and questionnaire. The proposal was to design a module of didactic strategies together with micro-curricular planning to stimulate the teaching-learning of basic mathematical operations, in order to contribute to the integral student/teacher wellbeing. As a fundamental contribution, the aim was to improve the processes of reasoning, analysis and problem solving in the daily life of the investigated case.