DIDACTIC STRATEGY TO MAKE MATHEMATICAL THINKING VISIBLE TO STUDENTS WITH VISUAL SENSORY DISABILITY
Received: 13.09.2021; Revised: 22.10.2021, Accepted: 18.11.2021, Published Online: 04.12.2021
Ángela María Guzmán Hernández
Secretaria De Educación De Bucaramanga, Instituto San José De La Salle, Departamento De Matemáticas, pupila1981613@gmail.com
https://orcid.org/0000-0002-9629-1126
María Del Rocio Nava Bautista
Universidad Internacional Iberoamericana, Facultad De Educación, Departamento De Doctorado, rocio_6795@hotmail.com
https://orcid.org/0000-0002-5174-4101
Osvaldo Jesús Rojas Velázquez
Universidad Antonio Nariño, Programa De Doctorado Y Maestría En Educación Matemática, orojasv69@uan.edu.co
https://orcid.org/0000-0002-3327-3799
Abstract
Recognizing the strengths and weaknesses of students allows, in the educational field, to design social teaching experiences to develop skills that facilitate the learning processes of mathematics through the exchange of experiences for the transformation of educational realities. On the other hand, this research focuses on making mathematical thinking visible in students with Visual Sensory Disabilities (VSD) in regular schools, through the design, adaptation and evaluation of a didactic strategy. For this purpose, qualitative research is proposed, under the methodology of action research supported by the protocols of the Communities of Practice of Wenger (1998), through which an educational environment is created, in which the members of the community of practice have a determining role in the construction of mathematical thinking of a student with VSD in the San José De La Salle Institute, Colombia. The data collection process is developed through the mechanism of data triangulation with the use of three sources of information: focus groups, semi-structured interview and direct observation. The expert judgment protocol will be used for validation. At the end of this research, it is expected that the students will handle the original concrete material derived from the didactic strategy designed for each one of them and through this, the mathematical learning in the classroom processes developed by their teachers will become visible.
Keywords: Strategy, Inclusion, Community of Practice, Visual Sensory Impairment, Mathematics.