Psychopedagogical support for students with learning difficulties in Mathematic

Abstract

The results of the evaluation STEP-D of the year 2017 in mathematics area are not encouraging if they are compared with other countries with oneself development level, also, develan a socioeconomic breach and of worrying gender. The objective of this study was to demonstrate the importance of the accompaniment psicopedagógico to improve the yield in mathematics area. For the study the quantitative focus was used, with an experimental design, of reach preexperimental with the method test. retest. The used instrument was "Test of Discalculia" developed by Smartick. The participant fellows were studying of General Basic Education of the county of Imbabura, these they were integrated to the voluntary, same program of form accompaniment that previously were reported by their teachers or parents like students with difficulties in the area. The results were encouraging, when comparing the puntajes of the initial test with the test search-intervention, he/she was significant difference among these, that is to say, most of mathematical areas as: comparison and recognition of quantities, to subtract, to multiply, recognition of Arabic numbers, location in the numeric straight line and numeric sequences improved notably later to the accompaniment psicopedagógico; in other areas like: to count, to add, and the capacity to discriminate against numerous quantities without the necessity of counting them, the fellows maintained similar punctuations to the initial test. An important limitation was the commitment that you/they have the family parents in sending the students to the process, giving priority to other activities, because this process is extracurricular.

Keywords:

Mathematical Difficulties, Intervention Psicopedagógica, Educational Support.