Didactic proposal in mathematics education for students with disabilities in higher education

DOI: https://doi.org/10.54674/ess.v36i2.958
Keywords: Inclusive education, higher education, mathematics education, persons with disabilities

Abstract

In the Mexican education system, there are rules, laws and regulations that favor educational inclusion. The attention to students with disabilities presents various barriers to learning and participation that limit the exercise of their right to receive an inclusive, equitable and quality education, a situation that presents particular challenges at the higher level. A key element present in this process is the teacher and his perception of not having enough preparation or support to meet the needs of this student population. The problem intensifies when the management of complex and abstract content such as those existing in mathematics and related subjects is involved. This paper presents an exploratory and descriptive qualitative study focused on models of educational inclusion to develop a proposal for attention to students with disabilities for subjects in the area of quantitative training at higher level. The proposal provides teachers with intervention suggestions with the aim of supporting their teaching practice to reduce or eliminate the barriers to learning and participation present in the educational context of students with disabilities. Likewise, the work suggests developing measurement instruments that provide information on the effectiveness of their implementation. The importance of following up on the interventions carried out is highlighted, as well as the need to permanently train teachers in educational inclusion, which will help to improve teaching practices not only for the benefit of students with disabilities but also for the student population in general.

Author Biographies

Xóchitl Fuentes-Uribe, University of Guadalajara (UdeG), Guadalajara, Jalisco, Mexico

Master's degree in Business and Economic Studies from the University of Guadalajara, full-time professor attached to the Department of Quantitative Methods of the University Center for Economic and Administrative Sciences (CUCEA) of the University of Guadalajara (UdeG), with 18 years of experience in teaching mathematics in economic and administrative contexts. Areas of interest: innovative practices in mathematics teaching, inclusion and equity in higher level mathematics education, educational evaluation.

Ana Torres-Mata, University of Guadalajara (UdeG), Guadalajara, Jalisco, Mexico

B.A. and M.A. in Economics from the University of Guadalajara (UdeG). Full-time professor in the Department of Quantitative Methods at CUCEA, with 24 years of experience in teaching applied mathematics in the economic and administrative context. Her research topics are mathematics teaching at the higher level, educational innovation in mathematics, inclusion and equity.

Laura Plazola-Zamora, University of Guadalajara (UdeG), Guadalajara, Jalisco, Mexico

Professor at the Centro Universitario de Ciencias Económico-Administrativas of the UdeG. D. with honors in Engineering and Master in Systems Engineering from the Universidad Nacional Autónoma de México. Degree in Mathematics from the University of Guadalajara. She teaches and has supervised thesis at undergraduate, master and doctoral level. Areas of interest: Evaluation and Multicriteria Decision Making, Group Decision Making, Decision Support Systems, Governance and Public Policies and Innovation in Mathematics Education. Member of the Mexican Society of Operations Research and the Iberoamerican Network of Evaluation and Multicriteria Decision Making.

Sara Leticia Marin-Maldonado, University of Guadalajara (UdeG), Guadalajara, Jalisco, Mexico

Professor at the University of Guadalajara since 1993, currently Full Time Professor C in the Department of Quantitative Methods at CUCEA. She has a degree in Mathematics from the University of Guadalajara and a PhD in Economics from the University of Barcelona. D. in Human Development. Her areas of expertise are differential equations, dynamic optimization models, control and environment.

Portada principal
Published
2024-12-27
How to Cite
Fuentes-Uribe, X., Torres-Mata, A., Plazola-Zamora, L., & Marin-Maldonado, S. L. (2024). Didactic proposal in mathematics education for students with disabilities in higher education. Higher Education and Society Journal (ESS), 36(2), 345-379. https://doi.org/10.54674/ess.v36i2.958
Issue
Vol 36 No 2 (2024): Academic freedom. Risks and threats
Section
General section articles

Copyright (c) 2024 Xóchitl Fuentes Uribe, Ana Torres Mata, Laura Plazola Zamora, Sara Leticia Marín Maldonado

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