Análisis de objetos didácticos orientados al apoyo del aprendizaje de operaciones matemáticas básicas en niños con discalculia

Abstract

Children's mathematical learning is very important for the development of logical thinking, although this extensive process is distorted in its progress by dyscalculia, a specific learning difficulty of a neurobiological nature, which affects the school population. The relevance and relevance of what is proposed is given by the urgent need to make an inclusive education effective that is accompanied by obvious and manipulative pedagogical supports, since for these children memorizing is not enough. This academic work is in line with the line of research of Design, Materials, Production, Identity, Sustainability and Applied Technologies. To account for this situation, a qualitative exploratory-descriptive methodology was adopted, based on a literature review and field study. A detailed analysis of the use of materials was carried out in two psychopedagogical centers in Ambato. The collection of empirical data was carried out through interviews with teachers and educational psychologists, direct observation of the interaction between the child and the resources and a structural analysis of the teaching materials that exist with specific assessment matrices oriented to industrial design. Through significant scientific innovation and a varied approach, the research presents a new organized system of design proposals for the creation of future teaching tools. These criteria, properly classified into ergonomics, morphology, visual perception, evolution of cognitions, emotional dimension and adaptability, are useful and important. This approach becomes a valuable support that allows us to move from playful resources to cognitive scaffolding; that is, a design is developed that will control the mental load and help develop the teaching of arithmetic.