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espanolLa Representacion Dinamica Integrada (RDI) es una estrategia de intervencion que pretende mejorar las competencias matematicas basicas y la resolucion de problemas. El presente trabajo tiene como objetivo analizar la eficacia de la RDI en estudiantes con dificultades de aprendizaje en matematicas (DAM) con un nivel de gravedad leve y moderado. Para ello, un total de 80 estudiantes (6-9 anos) que presentaban DAM de forma leve o moderada, fueron clasificados en grupo comparativo (GC; 40 estudiantes que seguian la metodologia habitual) y grupo tratamiento (GT; 40 estudiantes que trabajaron con la RDI). Los resultados mostraron la efectividad de la RDI frente a la metodologia tradicional para los dos niveles de DAM. El GT mejoro en la totalidad de las competencias independientemente del nivel de gravedad. El GC mostro una mejora en algunas de las competencias en el nivel de gravedad leve. Los resultados sugieren que la RDI proporciona buenos resultados en estudiantes con un nivel de gravedad leve y moderado. EnglishThe Integrated Dynamic Representation (IDR) is a strategy that attempts to improve basic mathematic skills and problem solving. The present study is aimed at analyzing the effectiveness of the IDR in learning difficulties in mathematics (LDM) depending on their severity levels. A sample of 80 students (age range: 6-9) with mild and moderate LDM took part in the study. They were assigned to two groups: control group (CG; 40 students who followed the traditional methodology), and treatment group (TG; 40 students who received intervention with IDR). Results demonstrated the effectiveness of the intervention with IDR in comparison to the traditional methodology in both severity levels. The TG presented improvements in all the competencies analyzed, regardless the severity level; while the CG showed some improvements in informal and formal skills, but only within the mild severity level. These findings suggest that IDR strategy leads to better results in students with mild and moderate LDM.

Intervención en dificultades de aprendizaje de las matemáticas: incidencia de la gravedad de las dificultades