AG2C methodological review for teaching basic algebra to students with dyscalculia
DOI:
https://doi.org/10.47187/perf.v1i32.280Keywords:
Dyscalculia, Algebra teaching, Methodology AG2CAbstract
The present study seeks to identify the factors presented by students with dyscalculia that hinder the learning of algebra, due to the difficulty they have in understanding abstract concepts such as numbers, which triggers poor academic performance and a bad attitude towards mathematics. The purpose of this research is to evaluate the effectiveness of the AG2C methodology (Adaptation, Gamification, Collaboration and Contextualization) in teaching basic algebra to this type of students. For this purpose, a qualitative literature review research of scientific articles published in high impact journals was carried out, from which 65 relevant articles on dyscalculia, algebra teaching, pedagogical strategies, adaptive approaches and learning monitoring were obtained. This analysis indicated that the AG2C methodology substantially improves the comprehension and resolution of algebraic problems in students with dyscalculia, in addition, AG2C is adaptable in different educational contexts in both rural and urban areas, allowing to overcome socioeconomic gaps. Important challenges were also identified in its implementation due to teachers' resistance to change and the need for specialized training.
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