Teaching strategy to optimize mathematical learning in adolescents with attention deficit disorder

Abstract

Students with attention deficit disorder at the “Las Americas” Educational Unit, show lower academic performance than expected according to their grades and attitudes, verified in classroom observation. The need to implement teaching strategies adapted to their educational needs is revealed, in order to promote the effective learning of mathematics. The research was developed with the objective of proposing a didactic strategy based on the Orton-Gillingham Math approach, to optimize the learning of mathematics in high school students with the aforementioned disorder. A quasi-experimental, descriptive, and correlational longitudinal design was developed. The study involved a sample of 23 students, divided into a control group and an experimental group. The result support the effectiveness of multisensory teaching in improving mathematics learning for students with attention deficit disorder.  The progress in the experimental group was significant, and no students remained at the low level after the intervention. It is concluded that in the multisensory intervention with the didactic strategy based on the Orton-Gillingham Math approach, the experimental group achieved statistically significant improvements, demonstrating a positive impact on mathematical learning.