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Barriers to Mathematics Teachers Use of Their Knowledge of Students Learning Styles in Mathematics Teaching: A Case of Secondary Schools in Zimbabwe
Resource type
Journal Article
Author/contributor
- Mangwende E., Maharaj A. (Author)
Title
Barriers to Mathematics Teachers Use of Their Knowledge of Students Learning Styles in Mathematics Teaching: A Case of Secondary Schools in Zimbabwe
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. 2020. All rights reserved.
Date
2020
Language
English
Loc. in Archive
Mangwende E., Maharaj A. 2020. Barriers to Mathematics Teachers Use of Their Knowledge of Students Learning Styles in Mathematics Teaching: A Case of Secondary Schools in Zimbabwe. Eurasia Journal of Mathematics, Science and Technology Education. Vol. 16 (1) https://doi.org/10.29333/ejmste/109198
Citation
Mangwende E., M. A. (2020). Barriers to Mathematics Teachers Use of Their Knowledge of Students Learning Styles in Mathematics Teaching: A Case of Secondary Schools in Zimbabwe (Mangwende E., Maharaj A. 2020. Barriers to Mathematics Teachers Use of Their Knowledge of Students Learning Styles in Mathematics Teaching: A Case of Secondary Schools in Zimbabwe. Eurasia Journal of Mathematics, Science and Technology Education. Vol. 16 (1) https://doi.org/10.29333/ejmste/109198). https://doi.org/10.29333/ejmste/109198
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