Matching Instructional Methods with Students Learning Preferences: A Research-Based Initiative for Improving Students' Success in Mathematics

Autor/inn/en	Nolting, Kimberly; Nolting, Paul
Titel	Matching Instructional Methods with Students Learning Preferences: A Research-Based Initiative for Improving Students' Success in Mathematics
Quelle	In: AMATYC Review, 29 (2008) 2, S.52-60 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0740-8404
Schlagwörter	Cognitive Style; Learning Strategies; Teaching Methods; Instructional Improvement; Instructional Design; Program Development; Curriculum Development; Mathematics Instruction; College Mathematics; College Instruction; Study Habits; Study Skills; Improvement Programs; Learning Style Inventory + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsqualität; Lesson concept; Lessonplan; Unterrichtsentwurf; Programmplanung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Mathematics lessons; Mathematikunterricht; Hochschullehre; Study behavior; Study behaviour; Studienverhalten; Studientechnik; Effizienzsteigerung
Abstract	Research supports the effectiveness of matching instructional methods with student learning preferences (Dunn et al., 1995; Pascarella and Terenzini, 2005). Several challenges exist, however, for mathematics departments to design classroom learning experiences that allow students to learn mathematics and learn how to study math through their preferred learning styles. After a research overview, this article first focuses on a learning style inventory that lends itself to designing teaching and learning strategies for math; second, focuses on a departmental plan for expanding efforts to match instructional methods with learning preferences and for helping students design study strategies that work best for them; third, presents examples of redesigning learning style-based study strategies into classroom learning experiences. Departments that move forward with these suggestions will become student-centered math departments in which students will discover that they can learn mathematics and expand their career options. (As Provided).
Anmerkungen	American Mathematical Association of Two-Year Colleges. 5983 Macon Cove, Memphis, TN 38134. Tel: 901-333-4643; Fax: 901-333-4651; e-mail: amatyc@amatyc.org; Web site: http://www.amatyc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10