Attention to learners with learning difficulties in the treatment of geometry

Abstract

Geometry is an essential part of mathematics due to its role in understanding other subjects, as well as in individual and social development. The objective of this article is to share the results of a didactic model for addressing learning difficulties in geometry with an inclusive approach. Methods such as analysis, systems approach, and modeling were employed. Empirical methods included the study of pedagogical products, in-depth surveys, interviews, and experiential learning. The results revealed inadequacies in the approaches used to teach geometry. These approaches lead to students feeling demotivated and lacking interest in this subject, resulting in learning difficulties. From there, a model comprised of the following subsystems was applied: diagnosis of learning difficulties, projection, and inclusive treatment of geometry. This allowed for a progressive transformation in the results of the initial diagnosis. It is concluded that there are achievements that support higher levels of support for students with difficulties in geometry and a better inclusive approach in theoretical and methodological terms. Therefore, it is necessary that the model be conceived as a systematic process that includes students, the perseverance of teachers.