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Issues and Design Approach of VLE on Mathematical Concepts Acquisition within Secondary Education in England T

This study used positivist quantitative approach to examine the mathematical concepts acquisition of’ KS4 (14-16) Special Education Needs (SENs) students within the school sector education in England. The research is based on a pilot study and the design is completely holistic in its approach with mixing methodologies. The study combines the qualitative and quantitative methods of approach in gathering formative data for the design process. Although, the approach could best be described as a mix method, fundamentally with a strong positivist paradigm, hence my earlier understanding of the differentiation of the students, student – teacher body and the various elements of indicators that is being measured which will require an attenuated description of individual research subjects. The design process involves four phases with five key stages which are; literature review and document analysis, the survey, interview, and observation; then finally the analysis of data set. The research identified the need for triangulation with Reid’s phases of data management providing scaffold for the study. The study clearly identified the ideological and philosophical aspects of educational research design for the study of mathematics by the special education needs (SENs) students in England using the virtual learning environment (VLE) platform. Keywords—VLE, Special Education Needs, Key stage4, School, Mathematics, Concepts Acquisition