Sensorimotor strategies for working in time and space in children with dyscalculia
DOI:
https://doi.org/10.62305/alcon.v5i4.687Keywords:
sensorimotor strategies; working in time and space; children with dyscalculiaAbstract
Dyscalculia is a specific learning disorder that affects the understanding of spatial and temporal concepts, which impacts students’ academic performance. In this context, the lack of adapted pedagogical strategies worsens the situation, particularly due to the absence of specialized teacher training. Therefore, the objective of this study was to develop sensorimotor strategies through the activity of human chess to improve spatial and temporal skills in children with dyscalculia. This study was conducted at a private educational institution in Latacunga, Cotopaxi Province, Ecuador, with 32 fourth- and fifth-grade students, 16 of whom had a formal diagnosis of dyscalculia. Using a qualitative approach and the content analysis method, observations and interviews were applied as data collection techniques. The main findings indicate that the integration of sensorimotor strategies significantly enhances the understanding of directions, sequences, and laterality, while also promoting an inclusive and collaborative learning environment. This research demonstrated an increase in active participation and presents a proposal that contributes to didactic innovation with an inclusive approach, within a framework of equitable education tailored to the needs of students with mathematical learning difficulties.
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