Guía didáctica del uso de material concreto para fortalecer el PEA de matemáticas en una estudiante con DA de la Unidad de Educación Especial Gualaceo.

Abstract

In the educational context, it is essential to take into account the teaching-learning process, as this is fundamental to provide a quality education that responds to the needs of students. In this case, it is necessary that this teaching-learning process of mathematics takes into account the particularities of students with hearing disabilities, such as the use of their mother tongue and other characteristics for their teaching. The objective of this study was to develop a teaching guide for mathematical content using concrete materials that strengthen the teaching-learning process in a student with Hearing Disability (HD) in the sixth grade of EGB from the Gualaceo Special Education Unit. The work addressed theories such as severe hearing disability, and consulted other research; in addition, Piaget's theory of cognitive development was taken into consideration. The research is based on an interpretive paradigm, with a qualitative approach, and is based on the single case study method, for which various techniques and instruments were used. The results obtained showed that the classroom teacher has difficulties in teaching mathematics to a student with hearing impairment. Likewise, from these results, strengths were obtained from the teacher that contributed to the elaboration of this research work. This work aims to provide the teacher with tools and materials to respond to the needs of her students, so that all have a meaningful and comprehensive education.