Inclusive Teaching and Learning of Mathematical Concepts: An Action Research Project in Primary Education

Invernon-Gomez, Ana Isabel (Universidad de Zaragoza) ; Priscila Miriam, Molnar Dolcos ; Ortiz-Marcos, José Manuel ; Higueras-Rodríguez, Lina

Resumen: This 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.

Idioma: Inglés

DOI: 10.18848/2327-7971/CGP/v32i01/255-278

Año: 2025

Publicado en: International Journal of Science, Mathematics and Technology Learning 32, 1 (2025), 255-278
ISSN: 2327-7971

Tipo y forma: Artículo (PostPrint)

Área (Departamento): Área Métod.Invest.Diag.Educac. (Dpto. Ciencias de la Educación)