A mathematical stimulus program for an educational intervention with students at risk of social exclusion

Abstract

The research investigates a mathematical stimulus program for an educational intervention with students at risk of social exclusion. Reducing the school failure of students is one of the goals of current inclusive education. Particularly, mathematics is a discipline in which adolescents demonstrate a greater degree of failure worldwide. In this research, a mathematical stimulus program employing STEAM (Science, Technology, Engineering, Art, and Mathematics) activities for adolescents at risk of social exclusion due to family causes is analyzed. The aim is to assess the mediational and affective suitability of the program. The sample consisted of 68 students from three secondary schools. A mixed methodology was used, employing quantitative analysis techniques for the beliefs and satisfaction questionnaires applied. The Theory of Didactic Suitability was also employed, along with semi-structured interviews for qualitative analysis. The results indicate that pleasure and effort constitute a single factor among these students, and a positive correlation is obtained between how interesting an activity seems to the students and what they learned, and between their learning and the novelty of the content. The descriptive analysis shows that 96% of the students considered the activities to be interesting; with 85% stating that they had learned a lot. The recordings and interviews show that the students felt at ease carrying out the activities and that a significant change in their attitude towards mathematics took place. In conclusion, the presence of at least 87% of the indicators in all activities gives the program a high degree of mediational and affective suitability. Furthermore, the role of mediational suitability in this context stands out and has a direct influence on affective suitability.