Psychopedagogical actions with families of schoolchildren who have difficulties in learning mathematics
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Abstract
Mathematics learning in the early school years is crucial for cognitive development and academic success; however, many students experience difficulties that frustrate them and their families. Given this reality, this study aimed to evaluate the effectiveness of a system of psychopedagogical actions aimed at families of 6-7-year-old children with mathematics learning difficulties. This system was implemented in the Psychopedagogical Laboratory of the University of Pinar del Río "Hermanos Saíz Montes de Oca", using theoretical and empirical methods for data collection and interpretation. The results indicated that the implementation of this system allowed mothers and fathers to acquire specific knowledge to identify and address their children's mathematics difficulties. It is concluded that a system of psychopedagogical actions focused on the family preparation of these students constitutes an effective strategy for improving the understanding and management of these problems at home, allowing parents to participate in a more active and informed manner in their children's learning process.
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