Methodological Teaching Strategies for the Management of Dyscalculia

Abstract

The research emerged since there was motivation to analyze if the students of the Faculty of Engineering and Architecture of Universidad Católica de El Salvador suffered learning problems attributed to dyscalculia. This is a problem evidenced in the learning of mathematics. It is a difficulty in learning similar to dyslexia. Nonetheless, dyscalculia is a deficit in visual perception or problems in regards to the sequential orientation. This term specifically has to do with the disability to carry out mathematical and arithmetic operations.

The gathering of data included the revision of bibliography and an interview to the students who were studying the subjects of Mathematics in the even semester of the year 2016, as well as teachers who taught those subjects in the majors of Engineering and Architecture.

Although 90% of the interviewed population manifested to like Mathematics, 65% of the interviewed population agreed that the teachers should apply better methodological strategies in order to teach mathematics. Teachers must look for better methodological strategies to apply in the classroom in order to meet the different levels of students’ comprehension.