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000168678 0247_ $$2doi$$a10.18848/2327-7971/CGP/v32i01/255-278
000168678 0248_ $$2sideral$$a147317
000168678 037__ $$aART-2025-147317
000168678 041__ $$aeng
000168678 100__ $$0(orcid)0000-0001-5339-0282$$aInvernon-Gomez, Ana Isabel$$uUniversidad de Zaragoza
000168678 245__ $$aInclusive Teaching and Learning of Mathematical Concepts: An Action Research Project in Primary Education
000168678 260__ $$c2025
000168678 5060_ $$aAccess copy available to the general public$$fUnrestricted
000168678 5203_ $$aThis study is an action research project on inclusive mathematics teaching in primary education, focusing on students with special educational needs (SEN). The study highlights the importance of adapting pedagogical methods to ensure equity in learning, especially in a discipline as abstract as mathematics. Through the Universal Design for Learning (UDL) approach, we proposed using multiple means of representation, action, and expression to enable students with SEN to access and participate in learning. The research focuses on understanding the place value of numbers via the use of tangible learning materials. It is argued that this strategy, together with multisensory techniques, can improve the understanding of mathematical concepts in students with dyslexia, dyscalculia, and other difficulties. The study uses a collaborative approach, creating heterogeneous groups to foster inclusive learning. The process includes phases of planning, action, observation, and reflection. Initial and post-intervention diagnostic tests were carried out, showing significant improvements in the understanding of numerical decompositions and place value. In addition, an increase in student motivation and participation was observed. It is concluded that inclusive interventions with manipulative materials promote meaningful learning, reinforcing the need for a reflective and adaptive pedagogical approach to address the difficulties of students with SEN in mathematics.
000168678 540__ $$9info:eu-repo/semantics/embargoedAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000168678 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000168678 700__ $$aPriscila Miriam, Molnar Dolcos
000168678 700__ $$aOrtiz-Marcos, José Manuel
000168678 700__ $$aHigueras-Rodríguez, Lina
000168678 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000168678 773__ $$g32, 1 (2025), 255-278$$tInternational Journal of Science, Mathematics and Technology Learning$$x2327-7971
000168678 8564_ $$s896009$$uhttps://zaguan.unizar.es/record/168678/files/texto_completo.pdf$$yPostprint$$zinfo:eu-repo/date/embargoEnd/2026-06-17
000168678 8564_ $$s1632288$$uhttps://zaguan.unizar.es/record/168678/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint$$zinfo:eu-repo/date/embargoEnd/2026-06-17
000168678 909CO $$ooai:zaguan.unizar.es:168678$$particulos$$pdriver
000168678 951__ $$a2026-02-13-18:28:17
000168678 980__ $$aARTICLE