THE USE OF TECHNOLOGICAL RESOURCES AS A PEDAGOGICAL STRATEGY FOR THE MATHEMATICAL LITERACY OF HIGH SCHOOL STUDENTS WITH ADHD

Abstract

This article analyzes the use of technological resources as a pedagogical strategy for developing mathematical literacy in high school students with Attention Deficit Hyperactivity Disorder (ADHD), considering the disorder's implications on executive functions essential to mathematical learning, such as sustained attention, working memory, and cognitive self-regulation. The investigation is based on a qualitative approach, with an exploratory and descriptive character, grounded in a systematic literature review of scientific works that link mathematics education, neurodiversity, and digital technologies. The analyses show that tools such as interactive platforms, digital games, simulations, and learning objects, when integrated into intentional and mediated pedagogical practices, promote the visualization of concepts, continuous engagement, and active construction of mathematical meanings. It is noteworthy that the possibility of personalized paths and immediate feedback contributes to staying on task and to student autonomy, which are central elements of mathematical literacy. It is concluded that the critical integration of digital technologies expands participation opportunities, strengthens inclusive practices, and redefines mathematics teaching in high school, especially for students with ADHD.