Teachers' perspective on abstract thinking and ADHD in Ecuadorian Basic Education

Abstract

This article addresses the relationship between abstract thinking and Attention Deficit Hyperactivity Disorder (ADHD) in the context of Ecuadorian basic education. Through a bibliographic review and qualitative analysis, we seek to understand how teachers perceive and manage these two variables in their educational practice. It is concluded that, although there is growing awareness about the importance of abstract thinking in learning, teachers face significant challenges when caring for students with ADHD, which requires continuous training and adapted pedagogical strategies. The aim is to understand the pedagogical strategies they use and how these affect the learning of students with ADHD. A qualitative approach was used, using semi-structured interviews and focus groups with teachers from various educational institutions. The sample included teachers with experience teaching students with ADHD. Data were analyzed using thematic coding techniques to identify patterns and trends in educational perceptions and practices. Findings revealed that many teachers have a limited understanding of abstract thinking and its importance in students' cognitive development. Furthermore, it was identified that appropriate pedagogical strategies are required to address the specific needs of students with ADHD, which is why teachers expressed the need for continuous training on ADHD and inclusive methodologies.