Barriers to Mathematics Teachers' Use of Their Knowledge of Students' Learning Styles in Mathematics Teaching: A Case of Secondary Schools in Zimbabwe

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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01