Structured Instructional Architecture in Secondary Algebra and Geometry: A Longitudinal Classroom-Based Intervention with Aggregated Performance Analysis in ADHD-Diagnosed Cohorts

This article documents a longitudinal classroom-based intervention implemented over two academic years in secondary Algebra I and Geometry courses involving students with documented Attention-Deficit/Hyperactivity Disorder (ADHD). The study analyzes aggregated cohort-level performance data from four cohorts (N = 44) under a structured instructional architecture designed to reduce executive-function load and stabilize academic performance. The instructional model integrates explicit procedural modeling, segmented guided practice, predictable classroom routines, and digital formative analytics. Descriptive statistical analysis indicates stable performance patterns across cohorts with moderate dispersion and limited clustering of extreme underperformance. Although causal inference is limited due to the non-experimental design, findings suggest that highly structured instructional environments may function as regulatory scaffolds in cognitively vulnerable secondary mathematics populations. This article is derived from the broader pedagogical documentation presented in the author's monographic study on structured instructional architecture in mathematics education.