Abstract
In this article differentiated learning in Primary education is taken as a reference point, and after taking into account diverse theories both in favor and against this concept, we can carry out an exhaustive analysis of whether the above mentioned learning does achieve coeducation or not, in the classroom. In conclusion we can hold that few studies exist that support the above mentioned way of understanding education. In addition as we observed one tends to generalize in the education of girls and boys as a whole, without bearing in mind the essential characteristics of each person.
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