Resumen de Modelo de diseño instruccional para el aprendizaje de matemáticas para estudiantes con TDAH

Claudia Blanca González Calleros

• español

  "El objetivo de esta investigación fue proponer un Modelo de Diseño Instruccional (MDI) para apoyar el aprendizaje de matemáticas; este modelo, se fundamenta teórica y empíricamente en el resultado del análisis de situaciones de enseñanza y aprendizaje que reciben estudiantes diagnosticados con Trastorno por Déficit de Atención e Hiperactividad (TDAH). Con base en un paradigma educativo constructivista, se planteó atender las necesidades educativas de estos estudiantes; a través de un MDI que incluye adaptaciones curriculares, adecuación de estrategias de enseñanza-aprendizaje y el uso de un juego serio."

• English

  The objective of this research was to propose an Instructional Design Model (IDM) to support mathematics learning; this model is theoretically and empirically based on the result of the analysis of teaching and learning situations received by students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). Based on a constructivist educational paradigm, it was proposed to address the educational needs of these students;

  through an IDM that includes curricular adaptations, adaptation of teaching-learning strategies and the use of a serious game.

  The research was qualitative; two studies are presented, one of phenomenological type, to describe the learning problems observed in students with ADHD diagnosis; the experience of these students with ADHD condition; the experiences and attitudes towards the diagnosis; the use of specific strategies to favor the students' learning; the use of technological resources as support in the teaching process from the perspective of group teachers and parents or caregivers of these students. For this purpose, the collection techniques used were semi-structured interviews, open interviews and direct participation observations.

  A second study arose for the design, development and implementation of a serious game, aligned to the Instructional Design of the ADDIE framework, following a constructivist methodological proposal. In this case the data collection techniques used were semi-structured interviews, open interviews, direct participation observations, the application of a CSUQ Computer Systems Usability Questionnaire, a questionnaire to measure game heuristics such as learning, playability and usability, and a PrEmo-type questionnaire.

  The participants were 13 students between 8 and 12 years old diagnosed with ADHD, from 3rd to 6th grade of elementary school, as well as the participation of 6 teachers who were the learning facilitators of these students, in a public school located in the southern part of the city of Puebla. The results showed that the proposed MDI based on the use of a serious game, contributed to improve learning in the subject of mathematics in students diagnosed with ADHD.