Analysis of the approach to students with dyslexia and/or dyscalculia in mathematics courses within the business administration and marketing degree programs at two costa rican private universities during the years 2024–2025, under a qualitative approach

Abstract

The research that supports this article consists of two parts. First, a study is conducted to provide an overview of the approach to students with dyslexia and/or dyscalculia in mathematics courses within the Administration and Marketing degree programs during the 2024–2025 period. In the second part, a proposal is developed to improve the learning of students with the aforementioned conditions. The research follows a qualitative approach, and the study was carried out with students from two Costa Rican private universities. Mathematics teachers and psychopedagogues from the same universities also participated in the study. The problem addressed lies in developing methodological strategies aimed at the adult population with dyslexia and/or dyscalculia at the higher education level, with the purpose of reducing educational barriers and improving their learning. Throughout the research process, gaps were identified in higher education in Latin America; however, there is a broader body of research at the school level. Structured interviews were conducted with students, teachers, and psychopedagogues. The study made it possible to identify factors that influence the learning of students with the aforementioned conditions. Different perspectives were collected regarding approaches related to methodology, assessment, and curriculum. Finally, from a socio-constructivist perspective, a proposal was developed for mathematics courses in Administration and Marketing degree program.