Volume 3, Issue 4, August 2015, Page: 32-36
The Scope and Limitations of Brief Interventions for Remedial Education: An Experimental Approach in a Numeracy Case
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
Received: May 27, 2015;       Accepted: Jun. 9, 2015;       Published: Jun. 29, 2015
DOI: 10.11648/j.ijsedu.20150304.12      View  4690      Downloads  64
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.
Keywords
Remedial Education, Numeral Literacy, Numeracy, PISA, PIIAC
To cite this article
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, International Journal of Secondary Education. Vol. 3, No. 4, 2015, pp. 32-36. doi: 10.11648/j.ijsedu.20150304.12
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