Modelo pedagógico inclusivo para la enseñanza aprendizaje de la matemática a través de la resolución de problemas en niños de grado quinto con trastorno por déficit de atención e hiperactividad

Abstract

A robust process of teaching and learning mathematics in the fifth grade is important to provide solid knowledge and skills to students, specifically those with a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD). In these students, among other difficulties, concentration in the lessons taught in the classroom is limited, which has a negative influence on the understanding of the fundamental concepts of mathematics, affecting the learning of these at their schooling level.