Guía de actividades basadas en la enseñanza multinivel como estrategia inclusiva para el desarrollo del razonamiento lógico-matemático considerando la diversidad de los estudiantes de la escuela “Enriqueta Cordero Dávila” de la ciudad de Cuenca.

Abstract

This investigative work is aimed at contributing to the development of mathematical logical reasoning of seventh-year elementary students at Enriqueta Cordero Dávila School, through the implementation of inclusive strategies that encourage collaborative work, participation and learning for all in an equitable manner. The theoretical foundations focused on two categories of analysis: firstly, mathematical logical reasoning with authors such as: Piaget (1969), Pérez (2012), Benedicto and Rodríguez (2019), Unesco (2021), among others; Secondly, inclusive education with authors such as: Arnáiz (2002), Pujolás (2002), Tomlinson (2003), Blanco (2010), Ainscow (2012) and Villouta (2017). The research is part of the socio-critical paradigm, with a qualitative approach and the participatory action research methodology. For the study, the four phases of Participatory Action Research (IAP) proposed by Bernal (2010) are assumed. The unit of analysis was made up of 27 students and 3 teachers of the seventh year of basic education. Among the techniques used we have the participant observation, the interview, the documentary analysis and the triangulation of information, the same ones that provided relevant information for the achievement of the project. The results obtained allowed us to identify the barriers that prevent an adequate curricular diversification that allows access and participation in learning of the diversity of students, among which we have: teachers are unaware of inclusive strategies, planning does not consider the styles and rhythms of student learning, the proposed activities are homogenizing, little use of didactic resources that favor the development of mathematical logical reasoning, use of traditionalist teaching strategies, use of curricular adaptations as a resource for attention to diversity, etiquette and segregation of students with special educational needs. To counteract the detected barriers, the design of a guide of activities focused on multilevel teaching and supported by various strategies for attention to diversity, such as collaborative work, Bloom's taxonomy and DUA, is proposed, with the purpose of improving the teaching-learning process of mathematics, in an environment of respect for differences and equal opportunities, where everyone learns in a meaningful way.