Evaluating the Efficacy of an Integrative Instructional Framework in Mathematics Education for Students

Artigo2025

Thanyaluck Ingkavara ORCID; Pratchayapong Yasri ORCID

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Resumo

This study investigates an integrative instructional model combining Concrete-Pictorial-Abstract (CPA), Task Analysis (TA), and the 3R strategies (relaxation, repetition, and routine) in teaching mathematics to students with learning disabilities (LD). LD is a neurological disorder that affects the capacity to acquire skills in reading, writing, and mathematics, presenting persistent challenges that traditional teaching approaches may not fully address. Through an ethnographic approach involving participatory observation of a teacher and three LD students over a semester, this study examines how the CPA model—progressing from concrete objects to pictorial aids and then to abstract concepts—can be customised to individual needs. Findings highlight that CPA is most effective when adapted to the diverse learning styles of LD students. While one student thrives with tactile tools to reinforce understanding, another becomes distracted, viewing the concrete aids as play items, and a third displays a preference for abstract reasoning without needing pictorial or tangible support. The TA framework, used to deconstruct complex tasks, enables students to engage in incremental learning steps, while the 3R approach helps foster a supportive learning environment by incorporating relaxation, routine, and reinforcement of concepts. By accommodating individual learning preferences, teachers can support diverse cognitive processes and promote meaningful progress in mathematical understanding. The study calls for educators to move beyond conventional one-size-fits-all strategies, advocating for personalised and adaptive approaches that can better meet the unique needs of LD students in mathematics education.

Dados da obra

Tipo: Artigo
Periódico: European Journal of Mathematics and Science Education, v. 6, n. 1, p. 51-64
Ano: 2025 (2025-03-12)
Idioma: en
Palavras-chave: learning disabilities; mathematics education; task analysis; 3Rs; relaxation; repetition; routines; personalized learning; learning styles; inclusive mathematics education
DOI: 10.12973/ejmse.6.1.51
ISSN: 2694-2003
Acesso: Acesso aberto
Fontes: OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
INGKAVARA, Thanyaluck; YASRI, Pratchayapong. Evaluating the Efficacy of an Integrative Instructional Framework in Mathematics Education for Students. European Journal of Mathematics and Science Education, v. 6, n. 1, p. 51-64, 2025. DOI: https://doi.org/10.12973/ejmse.6.1.51.

APA

Ingkavara, T., & Yasri, P. (2025). Evaluating the Efficacy of an Integrative Instructional Framework in Mathematics Education for Students. European Journal of Mathematics and Science Education, 6(1), 51-64. https://doi.org/10.12973/ejmse.6.1.51

BibTeX

@article{ingkavara2025,
  author = {Ingkavara, Thanyaluck and Yasri, Pratchayapong},
  title = {Evaluating the Efficacy of an Integrative Instructional Framework in Mathematics Education for Students},
  year = {2025},
  journal = {European Journal of Mathematics and Science Education},
  volume = {6},
  number = {1},
  pages = {51-64},
  doi = {10.12973/ejmse.6.1.51},
  language = {en}
}

RIS

TY  - JOUR
AU  - Ingkavara, Thanyaluck
AU  - Yasri, Pratchayapong
TI  - Evaluating the Efficacy of an Integrative Instructional Framework in Mathematics Education for Students
PY  - 2025
JO  - European Journal of Mathematics and Science Education
VL  - 6
IS  - 1
SP  - 51
EP  - 64
DO  - 10.12973/ejmse.6.1.51
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS