DUA como una estrategia didáctica para el aprendizaje de la factorización en primero de bachillerato de la U.E Juan Bautista Vásquez .

Abstract

During pre-professional internships, a low academic performance was identified in the field of mathematics among first-year high school students at Juan Bautista Vásquez Educational Unit in the city of Azogues. To diagnose this issue, participant observation was conducted in the classrooms, a survey was administered to 66 first-year high school students from parallel classes C and D, and a pretest aimed at assessing prior knowledge was conducted. The findings of the study reveal the existence of learning barriers related to factorization among students. These barriers may be hindering their ability to solve problems and comprehend the topic of factorization in mathematics effectively. For this reason, the following research question arises: How can we contribute to the learning of factorization in mathematics among first-year BGU students? In this context, a sociocritical paradigm is employed, with a mixed approach. The implementation of the didactic strategy based on Universal Design for Learning (UDL) is highly relevant and beneficial for enhancing factorization learning, especially considering the learning barriers identified in the study, since it aims to create inclusive, flexible, and accessible learning environments so that all students can improve their learning process.