Differentiated attention at the Pre-University Vocational Institute of Exact Sciences of Pinar del Río

Abstract

The fulfillment of the UN's 2030 Agenda presupposes the implementation of personalized educational experiences that promote justice and equity in the classroom, so that students are accepted and treated as they are. In Cuba, this process is understood as differentiated instruction. Given its importance, this article presents the results of research conducted to verify its quality at the Pre-University Vocational Institute of Exact Sciences in Pinar del Río, based on the experiences of students and teachers in mathematics classes during the period 2021 to 2024. For the research, structured interviews were conducted with teachers and students, which were analyzed using grounded theory. The results showed that actions aimed at motivating students toward the subject do not guarantee that most students maintain a strong emotional connection with mathematics. Furthermore, there is a marked tendency toward a corrective approach to content, without addressing the root causes of errors or providing tools related to learning strategies. Therefore, it is concluded that the quality of differentiated attention provided in the mathematics class at the institution is one of the causes that provoke attitudes of rejection towards the subject, as well as the lack of confidence and security in their performance, which prevents students from consciously participating in the solution of their own difficulties.