Material Didáctico para el Proceso Enseñanza-Aprendizaje de Operaciones Con Polinomios para Personas con Discapacidad Visual
The algebraic language is formally introduced into mexican educational system at the secondary level (12-15 years). At this educational level, in addition to retaking the basic arithmetic operations addressed at the primary level, these 'new' symbols are included, resulting in a combinatio...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | México |
| Institución: | Universidad Autónoma de Zacatecas |
| Repositorio: | Repositorio Institucional Caxcán |
| Idioma: | español |
| OAI Identifier: | oai:http://ricaxcan.uaz.edu.mx:20.500.11845/2843 |
| Acceso en línea: | http://ricaxcan.uaz.edu.mx/jspui/handle/20.500.11845/2843 |
| Access Level: | acceso abierto |
| Palabra clave: | HUMANIDADES Y CIENCIAS DE LA CONDUCTA [4] Material Didáctico Polinomios Discapacidad Visual |
| Sumario: | The algebraic language is formally introduced into mexican educational system at the secondary level (12-15 years). At this educational level, in addition to retaking the basic arithmetic operations addressed at the primary level, these 'new' symbols are included, resulting in a combination of numbers and letters that often complicate school life (and mathematical comprehension) for many students. This mathematical activity involves a cognitive difficulty typical of mathematical abstraction, but it becomes a colossal task for people with visual disabilities, who must write in Braille, with a ruler and a stylus. Faced with this problem, this research seeks to address the shortage of materials for the acquisition of algebraic concepts of people with visual disabilities. On the other hand, it is expected to promote inclusion and reduce the potential reasons for dropping out by proposing didactic strategies to regular school teachers with students within this population. In this framework, as a result of the adaptation of the didactic teaching materials used, two materials are created that aim to support the teaching-learning process of algebraic content in a tactile way, with characteristics that help people with disabilities while respecting some aspects indicated by the National Organization of the Spanish Blind. These materials were validated with two students from the Institute for the Blind and Visually Impaired from the state of San Luis Potosí. As a result of this research, a sequence of learning operations with polynomials is proposed, which involves said didactic material, taking into account suggestions for improvement derived from its implementation in the classroom and from the assessment of an IPACIDEVI professor who is an expert in the area. |
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