Didactic strategy for the attention to the diversity of students in the mathematics class

Abstract

The teaching-learning process of Mathematics at the pre-university educational level should be transformed so that the deficiencies and potentialities of students are addressed on the basis of an individualized diagnosis, the students' protagonism is enhanced to solve exercises and problems in the systematization of mathematical content and didactic and methodological actions are applied in the educational practice to improve the methods of teaching and learning in the classroom. With the proposed didactic strategy, it was possible to solve the problem of differentiated attention of students by cognitive groups, leading students in the teaching process from dependence to cognitive independence and to the application of knowledge in the solution of mathematical exercises and problems. The article aims to present the results obtained from the application in educational practice of the Strategy of attention to the diversity of students in the systematization of mathematical content in the twelfth grade of the pre-university educational level, using classroom observation and pedagogical pre-experiment as methods of scientific research to corroborate the results.