Estrategias de inclusión y atención a la diversidad en el proceso de enseñanza aprendizaje de la Matemática en el séptimo “A” de EGB

Abstract

This degree project proposes the use of inclusion strategies and attention to diversity in the teaching-learning process of mathematics in the seventh grade "A" of BGE. The problems investigated arise from the experiences obtained in the pre-professional practice teaching, where it was found that the learning results in the area of mathematics tended to be low, that is, students were promoted, but very close to the lower limit for promotion. During the classes, many students perceived themselves to be unmotivated, maintained a passive attitude, contemplative attitude and were not personally involved in solving the exercises. For that reason, they remain outside the dynamics of the class, an aspect that became the object of this paper. The aforementioned elements led to research on how to contribute to the process of inclusion and attention to diversity in the teaching-learning process of mathematics for the seventh "A" of BGE ". As a solution to the problem, strategies of inclusion and attention to diversity in classes are proposed. Also, scientific methods at the theoretical and empirical level are used. The paper provides as scientific results a diagnosis of the state of attention to diversity in the teaching-learning process of mathematics in the study group, then a proposal for the use of inclusion strategies and the results achieved through its application.