Mathematics learning strategies for students with specific needs in secondary education: an analysis from an inclusive education perspective
DOI:
https://doi.org/10.71112/tft18d31Keywords:
Learning strategies, Mathematics, Specific needs, Inclusive education, secondary education, Differentiated teaching, Academic performanceAbstract
This study analyzes the mathematics learning strategies implemented with students with specific needs in the fifth grade of secondary education at the Francisco Antonio Batista García Polytechnic, Educational District 16-04, during the 2024-2025 school year. A mixed approach was used, combining quantitative and qualitative methods through Likert-scale questionnaires applied to 60 students and semi-structured interviews with 2 teachers. Results reveal that guided explanations, collaborative work, and individualized support are the most frequently employed strategies, with limited use of technology and manipulative resources. It is concluded that inclusive teaching strategies significantly influence student motivation, participation, and academic performance. Strengthening teacher training in inclusive education and diversifying pedagogical resources is recommended.
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Copyright (c) 2026 Marisol Reyes Reynoso, Aury Rafael Pérez Cuevas (Autor/a)
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