Educational Strategies to Overcome Dyscalculia in Basic Education Students: A Case Study at the Ibraila Wonsang Educational Unit of Asan
DOI:
https://doi.org/10.63969/vzdgb442Keywords:
Dyscalculia, pedagogical strategies, mathematics education, educational resources, educational inclusionAbstract
This study addresses the challenges and strategies in mathematical education for students with dyscalculia at the "Ibraila Wonsang de Asan" Educational Unit, located in Milagro, Ecuador. Dyscalculia, a specific learning disorder that affects the ability to understand mathematical concepts and perform arithmetic calculations, represents a significant barrier to students' academic performance. The project aims to implement adapted pedagogical strategies and specialized educational resources to improve mathematics learning for fourth-year General Basic Education students. The interventions proposed are based on the use of digital tools, teacher training in inclusive methods, and the creation of a more accessible educational environment. Through a methodological approach that includes diagnostic assessments, teacher training, and the use of educational platforms such as Dyscalculia.org, CogniFit, and Mathway, the goal is to achieve improvements in academic performance, as well as in students' self-esteem and motivation. The results obtained demonstrate the effectiveness of these strategies in reducing the educational gap and promoting inclusive education. This study highlights the importance of customizing mathematics teaching for students with dyscalculia and provides practical recommendations for implementing similar programs in other educational institutions.
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Copyright (c) 2026 Leonel Eduardo Gonzales Santos, Sandra Janine Córdova Hernández , Cathy Maricela Villagómez Vargas, Iliana del Rocio Mora Vergara, Kleber Ulfredo Villamar Salazar (Autor/a)
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