Aprendizaje basado en juego utilizado como estrategia didáctica para el proceso de enseñanza-aprendizaje (PEA) de las matemáticas a estudiantes de quinto grado E.G.B con discapacidad auditiva (DA) en la Unidad de Educación Especial “Claudio Neira Garzón” (U.E.EC.N.G).

Abstract

The Math Teaching-Learning process (PEAM in Spanish) is an important topic for educational research since it allows to point the needs and constraints that students can have in their learning process. Therefore, the need to solve the issues that children may have becomes urgent. The following research aims to support PEAM in students through Game-Based Learning (ABJ in Spanish) as a didactic strategy. To achieve this, a theoretical framework was created to support this research. The Mexican author Velasco, proposed games as a strategy to improve PEAM in children with hearing impairment (DA in Spanish) since they allow students to better perform. Similarly, Illescas et al. supports the idea of teaching Math through games. This research took part in Unidad Educativa de Educación Especial “Claudio Neira Garzón.” It is based on a sociocultural paradigm with a qualitative approach and a case study design, with fifth grade students who have DA. The techniques and instruments used were field diaries, observation lists, and interview guides. Participative observation and documentary review allowed to diagnose another main category of the teaching-learning process of students with DA. In addition, the analysis and interpretation of the results were done through triangulation. It was found that students have a deficit in basic Math concepts. Using these results, the researchers planned and designed a guide based on ABJ as a didactic strategy as a means to solve the aforementioned issue.