Models and theories for the choice of teaching strategies in mathematics

This paper aims to highlight the role of the subject, not only as a school discipline but also a tool to educate students to rational thinking and a means for the development of social skills. The intention is to dispel the myth of a cold and prepackaged mathematics, accessible to the chosen few: the idea of a mathematics for all is supported through an experience with a student with specific learning disorders, with which a personalized teaching strategy has allowed the achievement of set goals. A case study of a student with specific reading and writing disorders attended the mathematical analysis course 1 of the degree course in architecture and the personalized teaching strategy created for him are described. Finally, some mathematical models for the choice of better teaching strategies are exhibited.