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

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

Published in International Journal of Secondary Education (Volume 3, Issue 4)
DOI 10.11648/j.ijsedu.20150304.12
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), 2015. Published by Science Publishing Group

Keywords

Remedial Education, Numeral Literacy, Numeracy, PISA, PIIAC

References
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Cite This Article
  • 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

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    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

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    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

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  • @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}
    }
    

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    AU  - Alma Delia Lupercio Lozano
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    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
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Author Information
  • 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

  • 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

  • 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

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