Estrategias didácticas con la aplicación de la Metodología Integrativa para la comprensión de operaciones básicas en estudiantes de Tercero EGB con Trastorno de Déficit de Atención.

Abstract

This work aims to propose innovative strategies to improve the understanding of mathematical concepts in third-grade students with Attention Deficit Hyperactivity Disorder (ADHD). The research question addresses the difficulties that students with ADHD often present, such as inattention, impulsivity, and organizational difficulties, which pose challenges for both students and mathematics teachers. A critical paradigm with a qualitative approach was applied, with interviews, classroom visits, and documentary analysis. The conclusion was that the environment is important, and how it is adapted can be key to adequate and distraction-free learning. Similarly, giving clear and direct instructions, using multisensory methods, consistently encouraging participation and segmenting tasks, and allowing flexibility for testing are crucial for the positive performance of students with ADHD. This study has demonstrated the importance of implementing an adapted teaching methodology that supports students with ADHD. The proposed approach is integrative and based on the theory of Bandura, Barkley, and Tomlinson. It is implemented in the classroom with audiovisual support in a structured space, utilizing self-regulation and cognitive strategies. It seeks the collaboration of the DECE department to support students and encourages parental participation.