Didactic Adaptations for Teaching Mathematics to Students with Specific Educational Needs in the Ninth Year of General Basic Education
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Abstract
Specific Educational Needs (SEN) pose a challenge in teaching
mathematics, especially in the Ninth Year of General Basic Education
(GBE), where students face difficulties that impact their learning. This
study analyzes the relationship between SEN and the mathematics
teaching-learning process, aiming to design didactic strategies that
enhance educational inclusion. Using a mixed-method approach,
data was collected from teachers and students through surveys and
interviews, evaluating the influence of pedagogical strategies on
academic performance. The results indicate that the lack of teacher
training in inclusive education and the absence of adapted materials
hinder mathematics instruction for students with SEN. However, the
implementation of differentiated methodologies and interactive tools
significantly improves mathematical concept comprehension and
student performance. As part of the proposal, a methodological
guide with adapted activities was developed to facilitate mathematics
teaching for this student group. The study concludes that inclusive
mathematics education requires specific strategies that promote
equity and access to learning for all students
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