Abstract
The need in the current social context to adopt teaching methods that can stimulate students and lead them towards autonomy, awareness and independence in studying could conflict with the needs of students with specific learning disorders, especially in higher education, where self-learning and self-orientation are required. In this sense, the choice of effective teaching strategies becomes a decision-making problem and must therefore be addressed as such. This article discusses some mathematical models for choosing effective methods in mathematics education for students with specific learning disorders. It moves from the case study of a student with specific reading and writing disorders enrolled in the mathematical analysis course 1 of the degree course in architecture and describes the personalized teaching strategy created for him.
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