Estrategia didáctica para la atención a estudiantes de tercer año con trastorno de discalculia.

In the current educational systems demand an increasingly inclusive and equitable education, so individualized attention to students with dyscalculia is essential during the teaching-learning process. Research was conducted based on a mixed approach linking quantitative and qualitative data, with an explanatory level by offering a proposed solution to the stated scientific problem, concerning how to contribute to the improvement of care for students with dyscalculia disorder. The diagnosis to the process of attention to students with dyscalculia disorder evidenced that a statistically significant percentage of students present difficulties associated with dyscalculia, since the recognition of symbols is one of the necessary preconditions for the correct performance of calculation exercises. A didactic strategy was designed for the attention of third year students with dyscalculia disorder with the objective of preventing and attending in a timely and effective manner the students' difficulties in the area of Mathematics and improving their academic performance in this subject, considering their potentialities, their needs and the group diversity, in a developmental teaching-learning process. The criteria issued by the experts, as well as the process of inquiry and comparative analysis of the initial and final diagnoses provided validity criteria that support the relevance of the didactic strategy designed and its significant contribution to the care of third year students with dyscalculia disorder in the Educational Unit Virginia Larenas. [ABSTRACT FROM AUTHOR]