Curricular Adaptations for Students with Difficulties in Solving Mathematical Problems

Abstract

In a technological world, the need arises to implement curricular adaptations in the teaching of mathematics and in basic education in order to improve students’ interest and performance. Therefore, the objective of this study is to analyze the strategies of curricular adaptations applied in the area of mathematics, in students who present difficulties in problem-solving. The research was developed under an exploratory sequential design, combining qualitative and quantitative methods in order to provide a comprehensive analysis of the educational phenomenon, for which a sequential exploratory study was conducted, working with a population of 70 students and 12 basic education mathematics teachers. Descriptive statistics and a bivariate analysis using the Monte Carlo test were applied. The results show that teachers most frequently apply hybrid learning ? = 4.41, gamification ? = 4.33, autonomous learning ? = 4.16, discovery learning ? = 4.16, and direct instruction ? = 4.08. The use of technology and games has high acceptance among students ? = 4.63. Students view curricular adaptations as having a limited impact ? = 2.84 in improving mathematical understanding. Meanwhile, problem-based learning shows significant results p-value 0.046 in relation to satisfaction, and with the perception of ease and practicality in learning mathematics p-value 0.030. The results show that it is necessary to create dynamic educational scenarios that improve both group and individual student performance to achieve internalization and assimilation of mathematics in basic education students.

Received: 29 May 2025 / Accepted: 04 October 2025 / Published: 05 November 2025