ICT as a Didactic Strategy to Strengthen Numerical Thinking - Fractions in Students with ADHD

Authors

  • Viviana Carolina Torres Torres
  • William Orlando Alvarez Araque
  • Aracely Forero Romero
  • Martha Cecilia Jiménez Martínez

DOI:

https://doi.org/10.59670/ml.v20iS7.4283

Abstract

The learning of mathematics in educational scenarios, due to the language it uses, as well as the cognitive development it requires, sometimes generates difficulties in students, as they must appropriate algorithms and basic theorems for problem solving. In this sense, the purpose of this research was to implement a didactic strategy oriented from the use of ICT, in order to examine how these technologies affect the learning of mathematics in a group of primary school students diagnosed with Attention Deficit and Hyperactivity Disorder (ADHD). The aim was to integrate these technologies adapted to the characteristics of this population, as educators, in their role as innovative agents, must provide means and aids that contribute to mitigating the situations that arise from the aetiology and characteristics of ADHD. In relation to the methodology used in the research process, the research is oriented from the qualitative approach, descriptive scope and educational action research design. The results of the pedagogical experience are conclusive, as it was possible to establish the need to implement innovative learning environments that allow students with ADHD to develop their numerical thinking, in this sense, the use of ICT, allowed to focus the student's attention on the appropriation of mathematical knowledge, also aroused their liking and motivation to develop interactive playful activities.

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Published

2023-10-06

How to Cite

Viviana Carolina Torres Torres, William Orlando Alvarez Araque, Aracely Forero Romero, & Martha Cecilia Jiménez Martínez. (2023). ICT as a Didactic Strategy to Strengthen Numerical Thinking - Fractions in Students with ADHD . Migration Letters, 20(S7), 129–152. https://doi.org/10.59670/ml.v20iS7.4283

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