<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-8089</journal-id>
<journal-title><![CDATA[Educación matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. mat.]]></abbrev-journal-title>
<issn>2448-8089</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Mexicana de Investigación y Divulgación de la Educación Matemática A.C.; Universidad de Guadalajara]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-80892024000300274</article-id>
<article-id pub-id-type="doi">10.24844/em3603.10</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Educación inclusiva: propuesta didáctica STEAM integrada para alumnado de Educación Primaria centrada en el aprendizaje de las figuras planas]]></article-title>
<article-title xml:lang="en"><![CDATA[Inclusive education: an integrated STEAM teaching proposal for primary school students focused on learning plane figures]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreno Badás]]></surname>
<given-names><![CDATA[Alicia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Terceño]]></surname>
<given-names><![CDATA[Eva M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Burgos Facultad de Educación Departamento de Didácticas Específicas]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Burgos Facultad de Educación Departamento de Didácticas Específicas]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>36</volume>
<numero>3</numero>
<fpage>274</fpage>
<lpage>299</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892024000300274&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892024000300274&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892024000300274&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo se presenta una propuesta didáctica basada en investigaciones previas sobre educación inclusiva, didáctica de la matemática y educación STEAM integrada, en la que los saberes propios de las cinco disciplinas que componen el acrónimo (Ciencia, Tecnología, Ingeniería, Artes y Matemática), se integran para dar respuesta a una situación-problema: la construcción de la maqueta de un parque de atracciones geométrico. La matemática adopta un papel dominante sobre el resto de las áreas de conocimiento, cuyo planteamiento didáctico trata de superar los abordajes memorísticos y descontextualizados de la geometría, basados en la clasificación y medición aislada de figuras. En este proceso se apuesta por la variabilidad de experiencias de aprendizaje en las que se prioriza la incorporación de actividades basadas en la participación del alumnado a través de la manipulación, la experimentación, el diálogo y la interacción interpersonal y con el entorno. Las actividades que integran esta propuesta son susceptibles de acoger alternativas multinivel que faciliten personalizar el aprendizaje al ajustarse a los ritmos, capacidades y potencialidades del alumnado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article presents a didactic proposal based on previous research on inclusive education, didactics of mathematics and integrated STEAM education, in which the knowledge of the five disciplines that constitute the acronym (Science, Technology, Engineering, Art and Mathematics) are integrated to respond to a situation-problem: the creation of a geometric amusement park model. Mathematics assumes a dominant role over the rest of the areas of knowledge, whose didactic approach tries to overcome the memorised and decontextualised ways of teaching Geometry, based on the classification and isolated measurement of figures. In this process, the focus is on the variability of learning experiences in which the incorporation of activities based on the active participation of students through manipulation, experimentation, dialogue and interpersonal and environmental interaction is the main priority. The activities that make up this proposal are likely to include multilevel alternatives that facilitate personalised learning by adjusting to the pace, abilities and potential of the students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Propuesta didáctica]]></kwd>
<kwd lng="es"><![CDATA[educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[educación STEAM integrada]]></kwd>
<kwd lng="es"><![CDATA[geometría]]></kwd>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="en"><![CDATA[Teaching proposal]]></kwd>
<kwd lng="en"><![CDATA[inclusive education]]></kwd>
<kwd lng="en"><![CDATA[integrated STEAM education]]></kwd>
<kwd lng="en"><![CDATA[Geometry]]></kwd>
<kwd lng="en"><![CDATA[Primary Education.]]></kwd>
</kwd-group>
</article-meta>
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