Propuesta integradora para el desarrollo del pensamiento geométrico en estudiantes con discapacidad intelectual
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Resumen: El presente documento identifica avances en el desarrollo del pensamiento geométrico, mediante el estudio de algunos cuerpos geométricos, en 4 jóvenes con discapacidad intelectual del grado sexto de la Institución Educativa de carácter oficial Pedro Luis Villa, ubicada en el municipio de Medellín. Esta iniciativa surge como respuesta a la necesidad latente sobre el reconocimiento de los procesos de aprendizaje de la geometría en estudiantes con algún tipo de discapacidad, además de configurar una intervención de aula intencionada e integradora con estrategias inclusivas que permitan que todas las personas tengan posibilidad de desarrollarse en un contexto social académico real.
Abstract: This research project aims to identify progress in the development of geometric thinking, especially with the study of some geometric bodies in 4 young people with intellectual disabilities in the sixth grade of School Pedro Luis Villa official character of the town of Medellin, without neglecting the overall process with the entire group of students. This initiative is a response to the loss on the recognition of the learning processes of mathematics in students with disabilities need. The importance of this project as a contribution to mathematics education, focuses on intervention set intentionally and inclusive classroom inclusive strategies that allow everyone to have a chance to develop into a real academic social context.
Abstract: This research project aims to identify progress in the development of geometric thinking, especially with the study of some geometric bodies in 4 young people with intellectual disabilities in the sixth grade of School Pedro Luis Villa official character of the town of Medellin, without neglecting the overall process with the entire group of students. This initiative is a response to the loss on the recognition of the learning processes of mathematics in students with disabilities need. The importance of this project as a contribution to mathematics education, focuses on intervention set intentionally and inclusive classroom inclusive strategies that allow everyone to have a chance to develop into a real academic social context.