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Title: La repetició com a mètode d'intervenció en dificultats al càlcul matemàtic
Author: Sánchez Lizana, Alba
Tutor: Gómez Domingo, Marta
Abstract: Under the premises of the current inclusive school, the present work aims to respond to the need today to respond through additional measures, to those learning difficulties that may appear transiently throughout the educational stage, such as difficulties in the area of mathematics. Many reports, such as the PISA report, show the low performance of students in Spain in solving mathematical problems, but based on the idea that to have good competence in solving problems, you must first have a good competence in the calculation, this work tries to analyze how through the repetition, the memorization of the most common sums can be obtained, and, as a consequence, an improvement in the precision and speed of resolution of the same. To this end, this work includes in the introduction the theoretical, methodological and legislative foundations that support this need, an analysis of various theoretical approaches that defend the proposed methodology and a possible intervention with its corresponding hypothesis. Then, a case analysis is analyzed following the method proposed in the present work with a 4th grade girl to show whether a 2-week daily work focused on performing sums, will lead to the memorization of the most common algorithms and, as a result an improvement in accuracy and speed of resolution. Finally, a compilation of the results is made with its analysis and discussion, and some final conclusions.
Keywords: learning disabilities
mathematical calculation
detection of learning disabilities
educational intervention
Document type: info:eu-repo/semantics/masterThesis
Issue Date: 20-Jun-2017
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