Plataforma Interactiva para el Reforzamiento Matemático en Niños con TDAH

This article analyzes the educational needs of students with Attention Deficit Hyperactivity Disorder (ADHD) in solving mathematical problems through an interactive digital platform that facilitates accessible and engaging learning. A case study was conducted at the Regular Education Support Service Unit (USAER) of José Ma. Morelos y Pavón Primary School in Valle de Bravo, State of Mexico, with fourth-grade students organized into subgroups of 12 members. To evaluate their performance, the Conners scale for ADHD was used. The development of the web platform followed the agile SCRUM methodology, based on planning, execution, evaluation, and adjustment, allowing continuous improvement of the process. The tests involved the psychology department, the development team, and students with ADHD, aiming to detect errors and define key activities for the review and evaluation modules. The results provided valuable insights, such as the application of color theory, didactic strategies, and technological tools to optimize teaching and enhance the learning experience for students.