No solo se aprende desde el tablero: factores socioculturales que inciden en la relación de problemas aritméticos por parte de estudiantes con discapacidad visual
DOI:
https://doi.org/10.18046/retf.i18.5175Keywords:
factores socioculturales, educación especial, estudiantes con discapacidad visual, resolución de problemas matemáticosAbstract
Abstract:
Mathematics relies on visual resources such as graphics, basic operations and algorithmic processes on the board, which represents a difficulty for students with visual disabilities and has generated exclusion in classrooms. For this reason, the present case study aims to identify the sociocultural factors that influence the resolution of the mathematical problems, through and ethnographic-designed methodology. Thus, teachers must create an environment of participation and implement a Special Education model inside of the classrooms in order to eliminate sociocultural factors including discrimination, exclusion and subestimation, which affect the problem-solving processes by students with visual disability.
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