Addressing the Three Types of Learning Styles To Enhance the Understanding of Second Grade Math Concepts.

Autor/in	Wojcik, Patricia A.
Titel	Addressing the Three Types of Learning Styles To Enhance the Understanding of Second Grade Math Concepts.
Quelle	(1990), (65 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Praktikumsbericht; Arithmetic; Cognitive Style; Elementary School Mathematics; Fractions; Geometry; Grade 2; Mathematical Concepts; Mathematics Achievement; Mathematics Education; Pretests Posttests; Primary Education; Student Attitudes; Student Characteristics; Teaching Methods + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Cognitive styles; Kognitiver Stil; Elementare Mathematik; Schulmathematik; Bruchrechnung; Geometrie; School year 02; 2. Schuljahr; Schuljahr 02; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematische Bildung; Primarbereich; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In this practicum students' (n=27) learning styles were used to develop teaching lessons and strategies that would improve mathematics learning in a second grade classroom. Each child's learning style was determined through the Swassing-Barbe Modality Index (SBMI). Pretests for mathematics concepts were given. Each concept was then taught incorporating each of the learning styles. Posttests indicated an increased level of understanding and achievement by the target group. Daily logs and records indicated an improvement in work habits and attitudes. It was determined that testing learning style preferences and teaching to these preferences can result in an increase of learning and achievement. Included in this study are the purpose, research and solution strategy, method, results, and recommendations. Appended are a sample of daily records, copies of pretests and posttests, lesson plans, and a sample of a SBMI record sheet. (Author/KR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01