Estrategias Docentes para Enseñar Matemáticas: Trabajo Colaborativo entre Profesionales del Área de Matemáticas y Educación Diferencial

Abstract

The aim of this article is to identify and describe the teaching strategies used in classrooms with visually impaired students, specifically focusing on the collaborative work between Special Education and Mathematics teachers. The participants consist of two co-teaching pairs, each comprising a mathematics teacher and a special educator. Qualitative methodology and a phenomenological approach were used to collect data through videotaping. The resulting transcripts were analyzed using a deductive and inductive content analysis. The analysis revealed that the strategies used for collaborative learning and teaching mathematics lacked organization, which could negatively impact students with visual impairments and the whole class. It was concluded that the strategies used promote low performance levels in both able-bodied and disabled students.