Dyscalculia and pedagogical intervention

  • Mariela Alexandra Calderón Delgado Pontifical Catholic University of Ecuador, Portoviejo, Ecuador
  • Ronald Iván Zamora Delgado Pontifical Catholic University of Ecuador, Portoviejo, Ecuador
  • Raphael Palma Palma Educational Unit “Edwin Hernán Mendoza Bravo” , Portoviejo, Ecuador
  • María Elena Moya Pontifical Catholic University of Ecuador, Portoviejo, Ecuador
Keywords: dyscalculia, intervention, mathematics, pedagogic, significant learning

Abstract

The acquisition of knowledge in the area of mathematics, generally requires a series of numerical competencies that are strengthening as school-age progress, this process is sometimes affected by a learning disorder called dyscalculia that it causes severe difficulties in understanding or internalizing arithmetic contents that lead to mathematical reasoning. The objective of this article is to provide relevant information on the causes of dyscalculia, repercussions on learning and the importance of early pedagogical intervention, through a descriptive study, a bibliographic review of the topic and analysis of various sources have carried out, which allowed formulating conclusions regarding the teaching and learning of mathematics. These data provided the necessary information to determine that dyscalculia is a condition that requires treatment that includes collaborative work between specialists, parents, and teachers. Early diagnosis and the use of appropriate pedagogical intervention strategies and the incorporation of innovative methodologies in the teaching-learning process will allow effective long-term results.

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Published
2019-08-22
How to Cite
Delgado, M. A. C., Delgado, R. I. Z., Palma, R. P., & Moya, M. E. (2019). Dyscalculia and pedagogical intervention. International Research Journal of Management, IT and Social Sciences, 6(5), 95-100. https://doi.org/10.21744/irjmis.v6n5.710
Section
Articles