Mathematics performance and attitude towards mathematics in inclusive schools: a study in the region of Madrid
Supporting Agencies
- Comunidad de Madrid. Gr58/08-C. Financiación del Programa de Creación y Consolidación de Grupos de Investigación. Universidad Complutense-Comunidad de Madrid-BSCH
Abstract
This article deals with the problem of low achievement in instrumental subjects such as Mathematics from the perspective of Adaptive Theory. It was assumed that schools, aware of diversity in their classrooms, would plan educational strategies accordingly in order to cater for different students, thus achieving better results than schools which focus on groups as a whole. Using a quasi-experimental research design, three types of interventions were compared in terms of the degree of inclusiveness of their projects. The sample comprised 437 second year Compulsory Secondary Education students from different schools in Madrid. Mathematics performance and attitude towards the subject were measured. Contrastive analyses were carried out before and after the intervention. Results show differences in mathematics performance in favour of inclusive schools; however, no improvement in the attitude toward the subject was observed.
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