This article portratys the preeleminary results of a investigation which has as main objective to elaborate a didactic strategy for the developing-learning of Math. It is supported in a model of attending the individualities within a group, in inclusive classrooms, for the learners of the Elementary and Junior Education in Colombia. The results constitute the first aproximation for the construction and modeling of the adecuate way which would lead to the solution of the main contradiction between diversity and equity. The evaluation of the scientific results has a demostrative, guidance, motivator effect for the transformation and integrator for the determination, control and follow up of the didactic estrategy presented here.