Literaturnachweis - Detailanzeige
Autor/inn/en | Mangwende, Edmore; Maharaj, Aneshkumar |
---|---|
Titel | Barriers to Mathematics Teachers' Use of Their Knowledge of Students' Learning Styles in Mathematics Teaching: A Case of Secondary Schools in Zimbabwe |
Quelle | In: EURASIA Journal of Mathematics, Science and Technology Education, 16 (2020) 1, (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1305-8223 |
Schlagwörter | Barriers; Mathematics Teachers; Mathematics Instruction; Cognitive Style; Teacher Student Relationship; Foreign Countries; Secondary School Mathematics; Secondary School Students; Educational Resources; Field Trips; Inservice Teacher Education; Disadvantaged Schools; Socioeconomic Status; Pedagogical Content Knowledge; Behavior Problems; Teacher Collaboration; Integrated Curriculum; Zimbabwe Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Cognitive styles; Kognitiver Stil; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Sekundarschüler; Bildungsmittel; Exkursion; Lehrerfortbildung; Socio-economic status; Sozioökonomischer Status; Pädagogische Kompetenz; Lehrerkooperation; Simbabwe |
Abstract | This qualitative research study explored barriers that impinged on teachers' use of their knowledge of students' learning styles in teaching mathematics. It was a case study of three secondary schools in the Makoni District of Manicaland Province in Zimbabwe. Participants were fifteen mathematics teachers. Results revealed that the barriers were related to the teachers, the students, the curriculum and the socio-economic status of the schools. Collaborative teaching, formation of mathematics clubs, mobilisation of resources, use of excursions and in-servicing of teachers were recommended as ways of reducing the effects of the barriers. (As Provided). |
Anmerkungen | Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |