El DUA como estrategia didáctica para la atención a la diversidad en el PEA de Matemática en Noveno C, UE Luis Cordero

Abstract

Students present barriers in learning and participation (BAP), which make the teaching-learning process (PEA) difficult. Therefore, it is proposed to implement the DUA as a didactic strategy for attention to diversity in the classroom of the 9th grade C of the UE "Luis Cordero" during the 2022-2023 period, this research is carried out to meet the needs of the group in the thematic unit real numbers, where the topics are addressed: fractional and decimal expressions of a rational number, operations with fractions, irrational numbers, real numbers and absolute value. During the pre-professional practices, the difficulty in solving mathematical problems involving basic operations (addition, subtraction, multiplication and division) is evidenced in the students, for this reason the research question is raised: How to contribute to the attention to diversity, in the EAP? For this, the socio-critical paradigm is used, with a mixed approach in a case study, the qualitative is made up of field diaries, interviews, observation guide and the quantitative corresponds to both diagnostic and evaluative tests, the grades obtained by the students and the Vark test. In the diagnostic test the average grade is 3.10 points where 26% are close to achieving the required learning (PAAR) and 74% of the students do not reach the required learning (NAAR). In the evaluative test the average is 5.6 points, which highlights that 3% master the required learning (DAR), 29% reach the required learning (AAR), 42% PAAR and 26% NAAR. It is concluded that in order to reduce the BAP present in the group, the flexibility of the curriculum should be carried out, the use of the TAC and the didactic material as educational resources, all this to potentiate the academic performance and the resolution of exercises of the topics addressed by the unit.