Reduction of the Educational Gap: Quality of Mathematical Learning in Angola
Abstract
The work is based on collecting a set of quantitative data that characterize the state of Mathematics learning in primary and secondary education in the country. The quantitative analysis that is carried out leads to a qualitative analysis that identifies cognitive and socio-emotional problems of and for the learning of Mathematics, among them: dyscalculia, cognitive conflicts in the learning of mathematics, concentration of attention and learning of mathematical terminology and symbology. As an alternative to reduce the educational gap, a set of pedagogical actions are organized to increase the quality of learning, grouped into methodological actions: training in problematic teaching with a teaching approach that promotes the resolution of cognitive conflicts; active methodologies, which encourage the active participation of students through project-based learning, group work and the use of mathematical games; introduction of teaching resources to make learning more interactive. Actions for psychopedagogical guidance include: individualized diagnosis to identify specific needs such as dyscalculia or difficulties in concentrating attention; training workshops on inclusive teaching techniques and strategies to address diversity in the classroom. This includes training on how to recognize and address specific learning difficulties in mathematics; emotional and motivational support by implementing programs that foster self-esteem and motivation towards learning mathematics.
Downloads
References
Ballester S., et al. (1992). Metodología de la Enseñanza de la Matemática. Tomo I y II. Editorial Pueblo y Educación. La Habana. Cuba.
Ballester S. (2002). Didáctica de la Matemática. En formato digital.
Cano, A. et al. (2016). La prevención educativa de la discalculia en la primera infancia VARONA, núm. 62, enero-junio, 2016, pp. 1-11 Universidad Pedagógica Enrique José Varona La Habana, Cuba. Disponible en: http://www.redalyc.org/articulo.oa?id=360657458003.
Coll, C., Martín, E., & Onrubia, J. (2001). La evaluación del aprendizaje escolar: dimensiones psicológicas, pedagógicas y sociales. En C. Coll, L. Palacios, & A. Marchesi, Desarrollo Psicológico y Educación Vol. II: Psicología de la Educación. Madrid: Alianza.
Guétmanova, A. (1986). Lógica. Editorial Progreso. Moscú.
INADE (2023). Resultados da Avaliação Nacional das Aprendizagens 2022/23. Angola. En formato digital.
Luque, D.J.; Rodriguez, G. (2004). Dificultades de Aprendizaje. Criterios de Intervencion Pedagogica. Volumen III. ISBN 84-689-1108-9. Tecnographic, S.L. Andalucia. España.
Martín, C. y Navarro, J.I. (2009). Psicología del desarrollo para docentes. Ediciones Pirámide. Madrid. España.
Pedroso, Y.; Rubio, I. (20024). Modelo didáctico de la actividad de estudio de la matemática: Estrategia de implementación en la práctica educativa. httpswww.elivabooks.comenbook-1104941730.
Romero, J.M.; Lavigne, R. (2004). Dificultades de Aprendizaje. Definición, Características y tipos. Volumen I. ISBN 84-689-1108-9. Tecnographic, S.L. Andalucia. España.
Romero, J.M.; Lavigne, R. (2004). Dificultades de Aprendizaje. Procedimientos de Evaluación y Diagnósticos. Volumen II. ISBN 84-689-1108-9. Tecnographic, S.L. Andalucia. España.
UNESCO (2022). El estado de la pobreza de aprendizaje a nivel mundial: Actualización 2022. Edición de conferencias.
Copyright (c) 2025 Yosvany Pedroso González,Inidia Rubio Vargas,Juan Abreu Payrol

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.