APRENDIZAJE DE MATEMÁTICAS Y LENGUA DE SIGNOS PORTUGUESA CON UN JUEGO TANGIBLE: Un enfoque inclusive
DOI:
https://doi.org/10.24065/rsi.v2i2.2635Palabras clave:
Aprendizaje Basado en Juegos, Juego Tangible, Educación Inclusiva, Matemáticas. Lengua de SignosResumen
El objetivo de este estudio fue investigar el potencial de un juego tangible, el Glosario Inclusivo de Términos Matemáticos (GIM), para apoyar la enseñanza de las Matemáticas y la Lengua de Signos Portuguesa (Língua Gestual Portuguesa; LGP) a niños de preescolar y primaria, con énfasis en la educación inclusiva, la adquisición de conocimientos y el compromiso. GIM consiste en tarjetas físicas que se complementan con vídeos, visualizados en una interfaz diseñada para este juego, donde conceptos, personajes y objetos se identifican a través de imágenes, palabras y LGP. Durante el proceso de desarrollo se contó con la participación de un equipo multidisciplinar, que incluía un profesor sordo y un intérprete de LGP. Posteriormente, para validar su contenido, se creó un grupo de discusión de profesores especializados en la enseñanza a niños s/Sordos. Participaron en el estudio 120 niños de edades comprendidas entre los tres y los ocho años (M = 5.61; DE = 0.78) y siete profesores de LGP y educación especial de tres escuelas portuguesas. Los niños utilizaron el GIM en sus aulas, con la ayuda de los profesores participantes, que fueron entrevistados y las entrevistas se analizaron mediante procedimientos mixtos de análisis de contenido. Los resultados indicaron que el GIM tiene potencial para apoyar la enseñanza de las Matemáticas y las LGP en preescolar y primaria, especialmente en contextos de educación inclusiva. La naturaleza tangible del juego facilitó a los niños la comprensión de los conceptos de Matemáticas y LGP, lo que condujo a un mayor engagement en el proceso de enseñanza-aprendizaje. Además, el juego sensibilizó sobre la diversidad y los principios de la educación inclusiva.
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