A Piagetian educational approach from practice teacher: around the acquisition of the concept of number of students with cognitive disabilities

The effort in adapting education to diversity amongst students entails not only values, beliefs and the organisation in an educative system, butt it also takes as an essential and pivotal condition, that the teacher can observe the development and construction ofknowledge on the part ofthe child, an...

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Bibliographic Details
Published inTendencias pedagógicas Vol. 11; pp. 169 - 190
Main Author Raúl García Medina
Format Journal Article
LanguageSpanish
Published Universidad Autónoma de Madrid 01.10.2015
Subjects
compensación
conceptos lógicos
conteo
didáctica
discapacidad
diversidad
Educación Especial
formación del profesorado
innovación
matemáticas
número
reflexión sobre la práctica
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ISSN1133-2654
1989-8614

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Summary:The effort in adapting education to diversity amongst students entails not only values, beliefs and the organisation in an educative system, butt it also takes as an essential and pivotal condition, that the teacher can observe the development and construction ofknowledge on the part ofthe child, and also that the teacher has an education in multiple subjects, which is required to investigate and reflect upon his own teaching; without this, it becomes complex adapting the educative process to each student's needs and leaming style. The current article is an attempt to approach the model on educative intervention, in coherence with the outlined professional profile, from a specific leaming situation: the didactic procedure that best helps those students with special needs, which derive from a slight cognitive disability, in their process of acquiring number concepts.
ISSN:1133-2654
1989-8614