Developing the intervention model "Everyone can learn mathematics" for secondary education

The aim of this study is to develop the ''Everyone Can Learn Mathematics (ELM)'' intervention model, which anticipates supporting students at different academic levels in the same classroom environment in the context of their individual needs. In addition, one of the main aims of the study is to reveal the effect of the Multifaceted Mathematics Intervention Program (MMIP) designed within the scope of this model on students' academic achievement, learning motivation, mathematical attitudes and mathematical self-efficacy perceptions. In the study, in which the mixed method intervention design is adopted, qualitative and quantitative data are collected together to support the multifaceted interpretation of the findings. In the needs assessment phase, qualitative data are collected through semi-structured interviews with teachers (n=8) and students (n=10) and the MMIP is designed accordingly. The participants of the intervention process consist of 37 10th grade students. The Basic Mathematical Skills Test developed by the researcher, motivation scale, attitude scale, self-efficacy scale, student evaluation interviews, student evaluation letters and student development files are used as data collection tools. The quantitative and qualitative findings of the study show that the MMIP has a significant and positive effect on students' academic achievement, learning motivation, mathematical attitudes and self-efficacy perceptions. Besides, it is revealed that the ELM model is an applicable intervention model in the Turkish context.