The objective of the study was to analyze the effect of an intervention based on multilevel planning on strengthening basic mathematical competencies among fifth- and sixth-grade students at a rural primary school in Veracruz, Mexico. The research was conducted using a mixed-methods approach, with an action research design and a quasi-experimental scope involving measurements before and after the intervention. Thirty-nine students who completed both assessments participated in the study. Over ten weeks, a workshop-based course was implemented using differentiated activities, manipulatives, constructivist strategies, and contextualized problem-solving tasks. Data were collected through a pretest, posttest, classroom observations, teacher interviews, and monitoring logs. The results showed a significant increase in mathematical performance, accompanied by improvements in participation, autonomy, and confidence in solving problems. These findings indicated that organizing instruction through different levels of support and complexity promoted learning in heterogeneous groups. It was concluded that multilevel planning constitutes a relevant pedagogical strategy for strengthening basic mathematical competencies and helping reduce learning gaps in rural contexts.
The objective of the study was to analyze the effect of an intervention based on multilevel planning on strengthening basic mathematical competencies among fifth- and sixth-grade students at a rural primary school in Veracruz, Mexico. The research was conducted using a mixed-methods approach, with an action research design and a quasi-experimental scope involving measurements before and after the intervention. Thirty-nine students who completed both assessments participated in the study. Over ten weeks, a workshop-based course was implemented using differentiated activities, manipulatives, constructivist strategies, and contextualized problem-solving tasks. Data were collected through a pretest, posttest, classroom observations, teacher interviews, and monitoring logs. The results showed a significant increase in mathematical performance, accompanied by improvements in participation, autonomy, and confidence in solving problems. These findings indicated that organizing instruction through different levels of support and complexity promoted learning in heterogeneous groups. It was concluded that multilevel planning constitutes a relevant pedagogical strategy for strengthening basic mathematical competencies and helping reduce learning gaps in rural contexts. Read More