Digital Mathematics tools for students with Attention Deficit and Hyperactivity Disorder in the second year

Abstract

Introduction: This scientific research is related to addressing the specific educational needs of second-year students of General Basic Education at the CEDFI Private Educational Unit, who have Attention Deficit Hyperactivity Disorder (ADHD) diagnosis reports. The objective of this research is to structure a Digital Tools Manual for learning the basic operations of addition and subtraction, in order to improve academic performance, while fulfilling and respecting the rights established by all bodies in relation to Educational Inclusion, as established by the current regulations of the Constitution of the Republic, the Organic Law on Disabilities, and the Organic Law on Intercultural Education. Different scientific contributions related to learning theories have also been reviewed; assuming Connectivism, considered the theory of the new digital age par excellence. Materials and methods: The research arises prior to an analysis within the educational context with the course meeting reports, the analysis of causes and effects of the problem tree presented by students with ADHD and the academic reports that show the affected academic performance in the subject of Mathematics. The research work focuses on the educational field based on the following methods: Inductive - Deductive, Analytical - Synthetic, Descriptive and Empirical methods (survey, interview, observation sheet, direct observation). The total study population of 30 children and the sample is 5 Second Year EGB students and two teachers. Results: It aims to provide the student with tools to stop being a simple consumer becoming an active agent, producer of knowledge through collaborative work with other agents through the use of Information and Communication Technologies (ICT). (Achhab, 2022). Discussion: Digital tools in learning Mathematics, according to (Rodríguez-Cubillo, 2021), offer enormous potential for improving performance in the subject and are an effective and viable strategy for acquiring the competence. On the other hand, Attention Deficit Hyperactivity Disorder (American Psychiatric Association, 1994) arises from three main symptoms: inattention, hyperactivity, and impulsivity, focusing the disorder on disruptive behavior (Carboni Alejandra, 2011); which is why students have learning difficulties in instrumental skills such as: reading, writing and/or calculation; attention being essential in the early stages of academic life to prevent them from becoming more pronounced as the demands of academic courses increase. Conclusions: In response to the aforementioned situation, the use of digital tools is proposed. These tools are considered a significant alternative in the teaching-learning process for students with the aforementioned disorder, according to (Johanna, 2022), considering the use of digital tools as motivation, control, and self-regulation, in such a way that it is feasible to create communicative processes and promote learning development.