Implementation of Special Mathematics Education in Narvacan National Central High School
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Resumo
The study assessed the implementation of Special Mathematics Education (SME) at Narvacan National Central High School, focusing on teacher profiles, policy, instructional materials, and performance, identifying challenges and relationships among variables. The study utilized a mixed method and explanatory sequential research design, involving 15 teachers and 128 learners, and collected data through a survey questionnaire and one-on-one interviews, analyzing frequency, percentage, mean, and correlation. The study found that most respondents were female mathematics teachers aged 26-30, with a master's degree and school-based training. Most students received outstanding grades for the 2022-2023 school year. The Special Mathematics Education curriculum was highly implemented, and teachers' profiles showed a significant relationship with instructional materials and learners' performance. Solutions included technology integration, Open Education Resources, active learning techniques, and personalized learning plans. Teachers should pursue postgraduate education, enhance student performance through materials, sustain special mathematics education, enrich their knowledge through LAC sessions, seminars, and trainings, identify and solve teaching problems, and continue to provide meaningful and productive activities for learners, ensuring outstanding performance and continuous improvement.
Dados da obra
- Tipo
- Artigo
- Periódico
- INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS, v. 07, n. 05
- Ano
- 2024 (2024-05-28)
- Idioma
- en
- Palavras-chave
- teaching materials; student performance; mathematics curriculum implementation; teacher professional development; technology integration in teaching; open educational resources; active learning; individualized learning plans; high school mathematics
- Temas
- Currículo, Formação de Professores de Matemática
- DOI
- 10.47191/ijmra/v7-i05-61
- ISSN
- 2643-9840, 2643-9875
- Licença
- cc-by-nc
- Acesso
- Acesso aberto
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
RONQUILLO, Luis. Implementation of Special Mathematics Education in Narvacan National Central High School. INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS, v. 07, n. 05, 2024. DOI: https://doi.org/10.47191/ijmra/v7-i05-61.
APA
Ronquillo, L. (2024). Implementation of Special Mathematics Education in Narvacan National Central High School. INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS, 07(05). https://doi.org/10.47191/ijmra/v7-i05-61
BibTeX
@article{ronquillo2024,
author = {Ronquillo, Luis},
title = {Implementation of Special Mathematics Education in Narvacan National Central High School},
year = {2024},
journal = {INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS},
volume = {07},
number = {05},
doi = {10.47191/ijmra/v7-i05-61},
language = {en}
}RIS
TY - JOUR AU - Ronquillo, Luis TI - Implementation of Special Mathematics Education in Narvacan National Central High School PY - 2024 JO - INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS VL - 07 IS - 05 DO - 10.47191/ijmra/v7-i05-61 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
Obras relacionadas
Obras do acervo corrente com mais temas em comum.
-
PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS
Artefactum, v. 25, n. 8 · DOI 10.23900/artefactum.v25i8.3856
Download disponível Baixar PDF na fonte: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) Acessar texto completo: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) -
Quarenta anos de formação docente no semiárido: memórias, currículo e território na história da Licenciatura em Matemática da Universidade do Estado da Bahia, Campus VII
Revista Baiana de Educação Matemática, v. 7, n. 1 · DOI 10.47207/rbem.v7i1.27489
Download disponível Baixar PDF na fonte: Quarenta anos de formação docente no semiárido: memórias, currículo e território na história da Licenciatura em Matemática da Universidade do Estado da Bahia, Campus VII (abre em nova aba) Acessar texto completo: Quarenta anos de formação docente no semiárido: memórias, currículo e território na história da Licenciatura em Matemática da Universidade do Estado da Bahia, Campus VII (abre em nova aba) -
Entre a BNCC e a Sala de Aula
Revista Baiana de Educação Matemática, v. 7, n. 1 · DOI 10.47207/rbem.v7i1.27996
-
Tecnologias Digitais no Ensino de Matemática: percepções docentes sobre a Matific na integração curricular e nas práticas inclusivas
Acta Scientiae, v. 28, n. 3 · DOI 10.64856/acta.scientiae.8571
Em verificação -
Exploring the Knowledge- Practice Gap in Preservice Secondary Mathematics Teaching
Kaladarpan कलादर्पण, v. 6, n. 1 · DOI 10.3126/kaladarpan.v6i1.97846