The main objective of this work was to analyze the didactic strategies proposed by mathematics teachers to address the diversity of students in the classroom; based on the variables diversity in the classroom and didactic strategies, related through a type of descriptive field research, with an exploratory study design that was carried out in the Alfredo Armas Alfonzo E.U., selecting a non-probability sample of 27 students belonging to the 3rd year of General Secondary Education to present greater cases of diversity. Likewise, the methodology used consisted of an interview with the Psychology department of said institution and, on the other hand, the technique of direct observation was applied to the mathematics teacher and to the structure of the class, for which a list of comparisons and an anecdotal record format were used. The data were tabulated quantitatively (using frequencies), where it was concluded that the teacher proposed strategies to channel the students' emotions in order to motivate them and capture their attention and interest in order to link them all in the teaching-learning process.
|Translated title of the contribution||Didactic Strategies Proposed by Teachers for Diversity|
|Original language||Spanish (Ecuador)|
|Publisher||Editorial Academica Española|
|Number of pages||129|
|State||Published - 27 Nov 2018|
CACES Knowledge Areas
- 111A Education