Design of sensory mathematical experiences for students with special needs

Abstract

The design of mathematical experiences that involve the senses opens new ways to address diversity in the classroom, especially for students with special educational needs. These proposals seek to adapt mathematical content using visual, tactile, auditory and kinesthetic stimuli, facilitating a more accessible, meaningful and inclusive understanding. It is not only about modifying resources, but also about changing the way we teach and learn mathematics, adopting a perspective that involves all senses and promotes equality. The general objective of the present research is to analyze the design of sensory mathematical experiences aimed at students with special educational needs, evaluating their impact on learning and proposing improvements for their implementation in inclusive contexts. A quantitative approach was employed, using a field design and a descriptive typology. The study population comprised 200 students of Basic Education.  A sample of 100 students was selected through non-probabilistic convenience sampling. The data collection technique was the survey, with a structured questionnaire aimed at measuring the perception of students on the Design of sensory mathematical experiences for students with special needs in their education. The results show that the design of sensory mathematical experiences has a positive impact on the learning of students with special educational needs. The incorporation of visual, tactile, auditory and kinesthetic stimuli facilitates the understanding of abstract concepts, improves active participation and promotes greater motivation towards mathematics. It is concluded that these strategies not only make the contents more accessible, but also contribute to the development of cognitive and social skills, generating more inclusive, equitable and meaningful learning environments.