Resumen de Juegos tecnológicos para la resolución de problemas matemáticos en el aula inclusiva

Sonia Valbuena Duarte, Johanna Patricia García Cruz

• español

  The disruptive change that took place in educational environments as a consequence of the Covid-19 pandemic in our country and the world, strongly permeated the educational task; developing a new dynamic that transferred the classrooms and teaching practice to WhatsApp groups, classes by Meet or Zoom, Classroom, among other digital platforms, which generated the need to propose other alternatives aimed at online teaching. For this reason, the main objective that guided this educational research was to promote mathematical thinking with the creation of a formative strategy from mathematics and play for students with disabilities, with the purpose of impacting inclusive pedagogical practice and motivating learning oriented towards meaningful experiences in virtual environments. The project was carried out under a qualitative approach that will motivate a recursive, sequential and interactive practice from participatory action research. The test of the suitability of this strategy involved two teachers and seven fifth-grade students. In reference to the instruments and techniques for collecting information, a field diary, a questionnaire of open questions and knowledge, and the implementation of 10 interactive technological games of creative approach to mathematics were used, in attention to the diversities to have into account in a virtual classroom in times of pandemic. As a conclusion, it was found that it is necessary to develop innovative and inclusive educational proposals that aim to improve meaningful learning in the classroom from training processes contextualized with the reality and interests of the inclusive student

• español

  El cambio disruptivo que se gestó en los entornos educativos como consecuencia de la pandemia de Covid-19 en nuestro país y el mundo, permeó fuertemente el quehacer educativo; gestándose una nueva dinámica que trasladó las aulas de clases y la práctica docente a grupos de WhatsApp, clases por Meet o Zoom, Classroom, entre otras plataformas digitales, lo que generó la necesidad de plantear otras alternativas dirigidas a la enseñanza en línea. Por tal motivo, el objetivo principal que orientó esta investigación educativa fue el fomentar pensamiento matemático con la creación de una estrategia formativa desde la matemática y el juego para estudiantes con discapacidad, con el propósito de impactar la práctica pedagógica inclusiva y motivar un aprendizaje orientado hacia experiencias significativas en entornos virtuales. El proyecto se llevó a cabo bajo un enfoque de tipo cualitativo que motivará una práctica recursiva, secuencial e interactiva desde la investigación-acción participativa. La prueba de la idoneidad de esta estrategia contó con dos profesores y siete estudiantes de grado quinto.