The Scope and Limitations of Brief Interventions for Remedial Education: An Experimental Approach in a Numeracy Case

Conrado Ruiz-Hernández; Alma Delia Lupercio Lozano; Thalía Ameyatzin Bernal González

doi:doi:10.11648/j.ijsedu.20150304.12

| Peer-Reviewed |

The Scope and Limitations of Brief Interventions for Remedial Education: An Experimental Approach in a Numeracy Case

Conrado Ruiz-Hernández, Alma Delia Lupercio Lozano, Thalía Ameyatzin Bernal González

Received: 27 May 2015 Accepted: 9 June 2015 Published: 29 June 2015

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

In the practice of teaching, there are some lessons that students never fully learn, so developing the right teaching strategy is vital and involves more than just implementing isolated and unrelated educational intervention proposals. The improvement of world educational systems must be truly global and not limited to just those countries experiencing shortcomings as they try to catch up with the leaders in international OECD evaluations. Instead, we need educational advancement on a global basis and these educational standards must be well measured. In this endeavor, linguistics, mathematics, science and social studies all have strategic value. We report the outcome of an experimental design as a control and on three remedial intervention strategies in the specific field of numeracy.

DOI	10.11648/j.ijsedu.20150304.12
Published in	International Journal of Secondary Education (Volume 3, Issue 4, August 2015)
Page(s)	32-36
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Remedial Education, Numeral Literacy, Numeracy, PISA, PIIAC

References

[1]	Alatorre S: Aspectos temáticos del efecto remanente de las matemáticas en México. In: Algunos problemas de la educación en matemáticas en México, A. De la Peña (compiler), México. D.F., Siglo xxi Editores, 2002: 51-112
[2]	Alatorre S: Numeralismo: un asunto que incumbe a todo el mundo (Sí, también a usted a quien las matemáticas lo aturden), Revista Mexicana de Investigación Educativa, 2011, 16(50):961-986. Available at: http://redalyc.uaemex.mx/redalyc/pdf/140/14019000013.pdf
[3]	Backhoff EE, Andrade ME, Peon ZM, Bouzas RA, Santos RA, Martínez RF (collaborator): El aprendizaje del español y las matemáticas en la educación básica en México. Sexto de primaria y tercero de secundaria, Instituto Nacional para la Evaluación de la Educación (inee), México, D. F, 2006.
[4]	Berry RB, Bol L, McKinney SE. Addressing the principles for school mathematics: a case study of elementary teachers’ pedagogy and practices in an urban high-poverty school. International Electronic Journal of Mathematics Education, 2009, 4(1):1-22.
[5]	Elizondo A, Paredes F, Prieto A: Enciclomedia: un programa a debate, Revista Mexicana de Investigación Educativa, 2006, 11(28):209-224. Available at: http://redalyc.uaemex.mx/src/inicio/ArtPdfRed.jsp?iCve=14002811
[6]	Flavell J.H: Theory of mind development: retrospect and prospect. Journal of Developmental Psychology, 2004, 50(3):274-290.
[7]	García AM, Benítez YR, Huerta EV, Ruiz GC: Infraestructura escolar en las primarias y secundarias de México, Instituto Nacional para la Evaluación de la Educación (inee), México, D.F, 2007.
[8]	Hart K: Children’s understanding of mathematics: 11-16, John Murray (Publishers), London, 1981.
[9]	Hoyles C, Noss R: Improving Mathematics at Work: The Need for Techno-mathematical Literacies, Oxon: Routledge, 2010.
[10]	INEE. Panorama educativo de México. Indicadores del Sistema Educativo Nacional. México, 2012.
[11]	Lave J: Cognition in practice: Mind, mathematics, and culture in everyday life. Cambridge, UK: Cambridge University Press, 1998.
[12]	Loewenberg BD. The Mathematical Understandings That Prospective Teachers Bring to Teacher Education, 1990, 90(4): 449-466 Available at: http://www.jstor.org/stable/1001941?seq=1#page_scan_tab_contents
[13]	Nunes T, Carraher DW, Schliemann AD: Street mathematics and school mathematics, Cambridge, UK: Cambridge University Press, 1993.
[14]	OECD. Education at a glance, Organization for Economic Cooperation and Development, Paris, 2001.
[15]	OECD (2009a). PISA 2000, 2003, 2006, 2009. Available at: http://www.pisa.oecd.org/document/25/0.3343.en_32252351_32235731_39733465_1 _1_1_1.00.html (accessed on July 12th, 2012).
[16]	OECD. PISA 2012 Results in focus: What 15-year-olds know and what they can do with what they know. Available at: http://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf (accessed on January 25th, 2015).
[17]	OECD: Programme for the International Assessment of Adult Competencies (PIAAC), 2009b. Available at: http://www.oedc.org/dataoedc/13/45/41690983.pef
[18]	OECD. Programa para la evaluación de alumnos (PISA) PISA 2012 – Resultados: México, 2012. Available at: http://www.oecd.org/pisa/keyfindings/PISA-2012-results-mexico-ESP.pdf
[19]	Principles and standards for school mathematics, National Council of Teachers of Mathematics, Reston (VA), 2000. Available at: http://www.nctm.org/uploadedFiles/Standards_and_Positions/PSSM_ExecutiveSummary.pdf
[20]	Robinson N, Abbott RD, Berninger VW, Busse J, Mukhopadhyay S: Developmental changes in mathematically precocious young children: longitudinal and gender effects. Gifted Child Quarterly, 1997, 41(4):145-158.
[21]	Ruiz HC. Hacia una comprobación experimental de la zona de desarrollo próximo de Vigotsky. Ciencia ergo-sum Revista Científica Multidisciplinaria de Prospectiva, Universidad Autónoma del Estado de México, 2015, 22(2):162-166.
[22]	Ruiz HC, Lupercio LA, Rodríguez SE: Comprensión lectora de un examen con dos estrategias propedéuticas en estudiantes universitarios. Revista Intercontinental de Psicología y Educación, 2009, 11(2):79-90. Available at: http://redalyc.uaemex.mx/pdf/802/80212414005.pdf
[23]	Rychen DS, Salganic LH: Key competencies for a successful life and a well-functioning society, Gottingen, Germany: Hogrefe & Huber, 2003.
[24]	Tardif M. Elementary and Secondary School Teachers vis-à-vis Knowledge: Some Socio historical Considerations about the Problem of Teaching Knowledge. Science Journal of Education, 2013, 1(5):104-117. Available at: http://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20130105.18.pdf
[25]	UNESCO: The plurality of literacy and its implications for policies and programmes, 2009. Available at: http://unesdoc.unesco.org/images/0013/001362/136246e.pdf
[26]	Van den Heuvel-Panhuizen M, Gravemeijer KPE: Tests are not all that bad: An attempt to change the appearance of written tests in mathematics instruction at the primary school level, in Streefl and, L. (Ed.), Realistic mathematics education in primary school, Utrecht: Freudenthal Institute, 1991.
[27]	Walkerdine V: Difference, cognition, and mathematics education, For the Learning of Mathematics, 1990, 10 (3): 51-56.

Cite This Article

Plain Text BibTeX RIS

APA Style

Conrado Ruiz-Hernández, Alma Delia Lupercio Lozano, Thalía Ameyatzin Bernal González. (2015). The Scope and Limitations of Brief Interventions for Remedial Education: An Experimental Approach in a Numeracy Case. International Journal of Secondary Education, 3(4), 32-36. https://doi.org/10.11648/j.ijsedu.20150304.12

Copy | Download

ACS Style

Conrado Ruiz-Hernández; Alma Delia Lupercio Lozano; Thalía Ameyatzin Bernal González. The Scope and Limitations of Brief Interventions for Remedial Education: An Experimental Approach in a Numeracy Case. Int. J. Second. Educ. 2015, 3(4), 32-36. doi: 10.11648/j.ijsedu.20150304.12

Copy | Download

AMA Style

Conrado Ruiz-Hernández, Alma Delia Lupercio Lozano, Thalía Ameyatzin Bernal González. The Scope and Limitations of Brief Interventions for Remedial Education: An Experimental Approach in a Numeracy Case. Int J Second Educ. 2015;3(4):32-36. doi: 10.11648/j.ijsedu.20150304.12

Copy | Download

@article{10.11648/j.ijsedu.20150304.12,
  author = {Conrado Ruiz-Hernández and Alma Delia Lupercio Lozano and Thalía Ameyatzin Bernal González},
  title = {The Scope and Limitations of Brief Interventions for Remedial Education: An Experimental Approach in a Numeracy Case},
  journal = {International Journal of Secondary Education},
  volume = {3},
  number = {4},
  pages = {32-36},
  doi = {10.11648/j.ijsedu.20150304.12},
  url = {https://doi.org/10.11648/j.ijsedu.20150304.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20150304.12},
  abstract = {In the practice of teaching, there are some lessons that students never fully learn, so developing the right teaching strategy is vital and involves more than just implementing isolated and unrelated educational intervention proposals. The improvement of world educational systems must be truly global and not limited to just those countries experiencing shortcomings as they try to catch up with the leaders in international OECD evaluations. Instead, we need educational advancement on a global basis and these educational standards must be well measured. In this endeavor, linguistics, mathematics, science and social studies all have strategic value. We report the outcome of an experimental design as a control and on three remedial intervention strategies in the specific field of numeracy.},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - The Scope and Limitations of Brief Interventions for Remedial Education: An Experimental Approach in a Numeracy Case
AU  - Conrado Ruiz-Hernández
AU  - Alma Delia Lupercio Lozano
AU  - Thalía Ameyatzin Bernal González
Y1  - 2015/06/29
PY  - 2015
N1  - https://doi.org/10.11648/j.ijsedu.20150304.12
DO  - 10.11648/j.ijsedu.20150304.12
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 32
EP  - 36
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20150304.12
AB  - In the practice of teaching, there are some lessons that students never fully learn, so developing the right teaching strategy is vital and involves more than just implementing isolated and unrelated educational intervention proposals. The improvement of world educational systems must be truly global and not limited to just those countries experiencing shortcomings as they try to catch up with the leaders in international OECD evaluations. Instead, we need educational advancement on a global basis and these educational standards must be well measured. In this endeavor, linguistics, mathematics, science and social studies all have strategic value. We report the outcome of an experimental design as a control and on three remedial intervention strategies in the specific field of numeracy.
VL  - 3
IS  - 4
ER  -

Copy | Download

Author Information

Conrado Ruiz-Hernández

Unit of Interdisciplinary Research of Health and Education Sciences in FES-Iztacala at the National Autonomous University of Mexico (UNAM-Iztacala), Tlalnepantla, State of Mexico, Mexico
Alma Delia Lupercio Lozano

Unit of Interdisciplinary Research of Health and Education Sciences in FES-Iztacala at the National Autonomous University of Mexico (UNAM-Iztacala), Tlalnepantla, State of Mexico, Mexico
Thalía Ameyatzin Bernal González

Unit of Interdisciplinary Research of Health and Education Sciences in FES-Iztacala at the National Autonomous University of Mexico (UNAM-Iztacala), Tlalnepantla, State of Mexico, Mexico

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Conrado Ruiz-Hernández, Alma Delia Lupercio Lozano, Thalía Ameyatzin Bernal González. (2015). The Scope and Limitations of Brief Interventions for Remedial Education: An Experimental Approach in a Numeracy Case. International Journal of Secondary Education, 3(4), 32-36. https://doi.org/10.11648/j.ijsedu.20150304.12

Copy | Download

ACS Style

Conrado Ruiz-Hernández; Alma Delia Lupercio Lozano; Thalía Ameyatzin Bernal González. The Scope and Limitations of Brief Interventions for Remedial Education: An Experimental Approach in a Numeracy Case. Int. J. Second. Educ. 2015, 3(4), 32-36. doi: 10.11648/j.ijsedu.20150304.12

Copy | Download

AMA Style

Conrado Ruiz-Hernández, Alma Delia Lupercio Lozano, Thalía Ameyatzin Bernal González. The Scope and Limitations of Brief Interventions for Remedial Education: An Experimental Approach in a Numeracy Case. Int J Second Educ. 2015;3(4):32-36. doi: 10.11648/j.ijsedu.20150304.12

Copy | Download

@article{10.11648/j.ijsedu.20150304.12,
  author = {Conrado Ruiz-Hernández and Alma Delia Lupercio Lozano and Thalía Ameyatzin Bernal González},
  title = {The Scope and Limitations of Brief Interventions for Remedial Education: An Experimental Approach in a Numeracy Case},
  journal = {International Journal of Secondary Education},
  volume = {3},
  number = {4},
  pages = {32-36},
  doi = {10.11648/j.ijsedu.20150304.12},
  url = {https://doi.org/10.11648/j.ijsedu.20150304.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20150304.12},
  abstract = {In the practice of teaching, there are some lessons that students never fully learn, so developing the right teaching strategy is vital and involves more than just implementing isolated and unrelated educational intervention proposals. The improvement of world educational systems must be truly global and not limited to just those countries experiencing shortcomings as they try to catch up with the leaders in international OECD evaluations. Instead, we need educational advancement on a global basis and these educational standards must be well measured. In this endeavor, linguistics, mathematics, science and social studies all have strategic value. We report the outcome of an experimental design as a control and on three remedial intervention strategies in the specific field of numeracy.},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - The Scope and Limitations of Brief Interventions for Remedial Education: An Experimental Approach in a Numeracy Case
AU  - Conrado Ruiz-Hernández
AU  - Alma Delia Lupercio Lozano
AU  - Thalía Ameyatzin Bernal González
Y1  - 2015/06/29
PY  - 2015
N1  - https://doi.org/10.11648/j.ijsedu.20150304.12
DO  - 10.11648/j.ijsedu.20150304.12
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 32
EP  - 36
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20150304.12
AB  - In the practice of teaching, there are some lessons that students never fully learn, so developing the right teaching strategy is vital and involves more than just implementing isolated and unrelated educational intervention proposals. The improvement of world educational systems must be truly global and not limited to just those countries experiencing shortcomings as they try to catch up with the leaders in international OECD evaluations. Instead, we need educational advancement on a global basis and these educational standards must be well measured. In this endeavor, linguistics, mathematics, science and social studies all have strategic value. We report the outcome of an experimental design as a control and on three remedial intervention strategies in the specific field of numeracy.
VL  - 3
IS  - 4
ER  -

Copy | Download