Treatment of geometry in students with learning difficulties in Secondary Education

Abstract

In this work, the attention given to students with learning difficulties in the teaching of geometry during the first cycle of Secondary Education in Huambo is analyzed. Throughout the research, insufficiencies in the national bibliography on the subject were identified, as well as limitations in accessing primary sources of information. The main objective is to develop a didactic model with an inclusive approach that eliminates the barriers hindering the learning of this diverse group of students. To achieve this, methods such as participant observation, semi-structured interviews, in-depth surveys, and an initial diagnostic test were used. The results revealed shortcomings that necessitate considering the particularities of students with difficulties and their environments, in order to adapt teaching resources and materials that foster a developmental and inclusive learning environment for all, without distinctions. The proposed model, which began implementation in 2024, includes discussion groups and methodological workshops, which have significantly favored learning from an inclusive perspective. The relevance of this study lies in offering theoretical and practical solutions aimed at improving the teaching of geometry from an inclusive approach, aligned with the educational goals of our country and the objectives of the UN 2030 Agenda. It is concluded that the model, and particularly the methodology, as an interventional tool in practice, contributes to the teaching of geometry, to overcoming barriers, and to promoting effective, developmental, and autonomous learning for all students.