El Diseño Universal para el Aprendizaje (DUA) como un modelo inclusivo en el proceso de enseñanza-aprendizaje de las tablas de multiplicar.

Abstract

The present research aims to promote an inclusive teaching-learning process of multiplication tables in the fourth year of General Basic Education through the implementation of Universal Design for Learning (UDL). It is based on the perspective of the Ministerio de Educación del Ecuador (2016), on a Mathematics that involves reasoning, communication and application, so it is necessary to connect theory with the reality of students (Fonseca et al. 2017), in order to build an inclusive and contextualized educational process. Based on this analysis, the UDL is proposed as an educational model that responds to diversity in learning, supported by the Constitution of Ecuador (2008), UNESCO (2016), Alba et al. (2014) and the digital magazine Pasa la Voz (2020). For this purpose, the qualitative approach was employed, using the Participatory Action Research method, with techniques such as participant observation, interviews, focus groups and surveys, applied to students in the fourth year of General Basic Education, parallel B of the United States of America Educational Unit. The results highlight the importance of personalization of learning through the UDL, the role of memorization in the teaching of multiplication tables and the diversification of didactic resources as a key to an inclusive process. It is concluded that the UDL is an educational model adaptable to the individual needs of each student, which guarantees access to information, encourages participation and fosters diverse ways of understanding knowledge.