Strategies for Teaching Mathematics to Students with Specific Educational Needs in the Eighth Year of General Basic Education

Abstract

Inclusive education seeks to ensure equitable access to education, especially for students with Specific Educational Needs (SEN) not associated with a disability, such as those in vulnerable situations due to catastrophic diseases. This research analyzes the relationship between SEN and the teaching-learning process of mathematics in the eighth year of General Basic Education (EGB). A quali-quantitative approach is adopted, with a non-experimental and correlational design, using Pearson's coefficient to measure the relationship between the variables. One of the main findings is the lack of preparation and specific tools for teachers to adapt the curriculum to the needs of these students. To address this problem, a dynamic and interactive methodological guide is proposed to facilitate the teaching of basic operations of whole numbers (Z) to students with SEN. This guide seeks not only to improve student learning, but also to optimize teacher planning time and promote an inclusive and equitable mathematics education. The results suggest the need to develop complementary strategies and more guides at different educational levels and areas of knowledge. It is recommended that educational institutions implement teacher training programs in inclusive education, thus promoting better practices for teaching mathematics in contexts of vulnerability and inequality. It is recommended that educational institutions implement teacher training programs in inclusive education, thus promoting better practices for teaching mathematics in vulnerable contexts.