Mejorando la educación matemática: Enfoques efectivos para enseñar ecuaciones lineales a estudiantes con y sin dificultades de aprendizaje

• Chamchougia, Angeliki ^[1] ; Maz Machado, Alexander ; Jiménez Fanjul, Noelia Noemí
  1. [1] PhD Candidate
• Localización: Etic@net: Revista científica electrónica de Educación y Comunicación en la Sociedad del Conocimiento, ISSN-e 1695-324X, Vol. 24, Nº. 1, 2024 (Ejemplar dedicado a: Emerging technologies and their impact on the evolution of learning models), págs. 139-160
• Idioma: español
• DOI: 10.30827/eticanet.v24i1.30331
• Títulos paralelos:
  • Enhancing mathematics education: effective approaches for teaching linear equations to students with and without learning difficulties
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este estudio examinó las complejidades de la enseñanza de ecuaciones lineales a estudiantes con Dificultades Específicas de Aprendizaje (DEA), como dislexia y discalculia, en comparación con estudiantes sin DEA pero con dificultades en matemáticas. Su objetivo era identificar diferencias significativas en las experiencias de enseñanza de los matemáticos, el impacto de estos desafíos en la vida de los estudiantes y la efectividad de estrategias de enseñanza especializadas. Realizado con 380 profesores de matemáticas en escuelas secundarias a través de Ática y Tesalónica, Grecia, este estudio cuantitativo empleó la Prueba de Rangos con Signos de Wilcoxon de Dos Colas y la correlación rho de Spearman. Los hallazgos destacaron las mayores dificultades enfrentadas por estudiantes con DEA en el aprendizaje de ecuaciones lineales, lo que requiere intervenciones más variadas e intensivas. Se notó una correlación positiva entre las intervenciones y los factores que contribuyen a las DEA, implicando la necesidad de enfoques de enseñanza personalizados. El estudio destaca la identificación temprana de las dificultades de los estudiantes, el apoyo individualizado y la necesidad de un entorno de aprendizaje más inclusivo y de apoyo, sugiriendo revisiones de políticas para la educación inclusiva y más investigación sobre herramientas educativas efectivas e innovadoras.

    Este resumen fue producido a través de ChatGPT en español.

  • English

    This study examined the teaching complexities of linear equations to students with Specific Learning Difficulties (SpLDs), such as dyslexia and dyscalculia, compared to students without SpLDs but with difficulties in mathematics. It intended to identify significant differences in mathematicians' teaching experiences, the impact of these challenges on students’ lives, and the effectiveness of specialized teaching strategies. Conducted with 380 mathematics teachers in secondary schools across Attica and Thessaloniki, Greece, this quantitative study employed Two-Tailed Wilcoxon Signed Rank Test and Spearman's rho correlation. Findings highlighted the heightened difficulties faced by students with SpLDs in learning linear equations, necessitating more varied and intensive interventions. A positive correlation was noted between the interventions and factors contributing to SpLDs, implying the need for personalized teaching approaches. The study highlights early identification of student difficulties, individualized support, and the need for a more inclusive and supportive learning environment, suggesting policy revisions for inclusive education and further research on effective, innovative educational tools.

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