Inclusión educativa de niños con BAP desde la mediación didáctica de las matemáticas

This work shows the path traveled within a research experience carried out in two educational institutions in the department of Atlántico, with a view to analyzing the factors that enable or inhibit the processes of educational inclusion of children with barriers to learning and participation seen from the didactic mediation of mathematics. The analysis was carried out on the basis of two types of sources, those of the inclusion research field, BAP, national policies and those of the curricular materials of each institution; Furthermore, from semi-structured interviews, the profile of the mathematics teacher and the didactic mediation processes he leads were analyzed. Based on this analysis, it can be concluded that a change is necessary in the perspective from which educational inclusion is perceived in both institutions, from the very restructuring of the PEI and area projects, as well as in the planning and guidelines, which permeated by a true process of didactic mediation will favor the learning of mathematics in children who present barriers to learning and participation.

• Autores: Charry Alonso, Jenifer; Contreras Caro, Stephany
• Fecha de publicación: 2021
• Institución: Corporación Universidad de la Costa
• Repositorio: REDICUC - Repositorio CUC
• Idioma: spa
• OAI Identifier: oai:repositorio.cuc.edu.co:11323/8454
• Acceso en línea: https://hdl.handle.net/11323/8454; https://repositorio.cuc.edu.co/
• Palabra clave: Educational inclusion; Learning barriers; Didactic mediation; Mathematics teaching; Inclusión educativa; Barreras para el aprendizaje; Mediación didáctica; Enseñanza de las matemáticas
• Rights: openAccess
• License: Attribution-NonCommercial-ShareAlike 4.0 International