Self-regulated math instructions for pupils with learning disabilities
In this research, we considered the different impact two methods of teaching had on pupils’ ability to solve complex math problems. The methods considered were: self-regulated study and traditional teaching. We also examined the pedagogical consequences the differences made among the population of p...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2016-12-01
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| Series: | Cogent Education |
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| Online Access: | http://dx.doi.org/10.1080/2331186X.2016.1262306 |
| _version_ | 1797766101169340416 |
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| author | Saied Bishara |
| author_facet | Saied Bishara |
| author_sort | Saied Bishara |
| collection | DOAJ |
| description | In this research, we considered the different impact two methods of teaching had on pupils’ ability to solve complex math problems. The methods considered were: self-regulated study and traditional teaching. We also examined the pedagogical consequences the differences made among the population of pupils with learning disabilities in special education classes within the standard elementary school system. In addition, we examined gender difference and its influence on the ability to solve complex math problems. The research assumption was that self-regulated learning will promote pupils’ achievements more than the traditional approach because it presents pupils with word problems, research tasks, concept presentation using illustrations and mathematical representations; comprehension of math properties, terms and the conceptual connections between them. The self-regulated approach to learning consists of a process that puts an emphasis on pupils’ active engagement with the study material wherein the traditional method of teaching, the emphasis is on the teacher and her frontal teaching time leaving pupils passive. There were forty (40) participants in the study, ranging in age from 9 to 10; all with learning disabilities and attending four different classes (grades 3 to 4). Two of these classes studied math using the self-regulated method, and the other two, the traditional method. The ability to solve challenging math problems was examined using a test that included four challenge questions from a collection of math skills evaluation tests. In addition, teachers were required to fill out a questionnaire that characterized the teaching method they used. The findings revealed that the ability to solve challenge problems in math among pupils that were taught using the self-regulated method was significantly higher than the ability of the pupils that were taught using the traditional method. No significant difference in the ability to solve challenge problems in math was observed based on gender influence. In addition, the differences in this ability did not vary based on gender influence while using either method of teaching. The research concluded with a recommendation to use the self-regulated learning approach in teaching math because it may contribute to the improvement of math strategic thinking and thus impact a variety of phenomena related to this pedagogical field such as reducing school dropout rates, promoting pupils’ achievements, and improving social interaction. |
| first_indexed | 2024-03-12T20:19:28Z |
| format | Article |
| id | doaj.art-7718fbb2c66f4b199c38cb5d6122b49c |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T20:19:28Z |
| publishDate | 2016-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-7718fbb2c66f4b199c38cb5d6122b49c2023-08-02T01:02:24ZengTaylor & Francis GroupCogent Education2331-186X2016-12-013110.1080/2331186X.2016.12623061262306Self-regulated math instructions for pupils with learning disabilitiesSaied Bishara0Beit Berl CollegeIn this research, we considered the different impact two methods of teaching had on pupils’ ability to solve complex math problems. The methods considered were: self-regulated study and traditional teaching. We also examined the pedagogical consequences the differences made among the population of pupils with learning disabilities in special education classes within the standard elementary school system. In addition, we examined gender difference and its influence on the ability to solve complex math problems. The research assumption was that self-regulated learning will promote pupils’ achievements more than the traditional approach because it presents pupils with word problems, research tasks, concept presentation using illustrations and mathematical representations; comprehension of math properties, terms and the conceptual connections between them. The self-regulated approach to learning consists of a process that puts an emphasis on pupils’ active engagement with the study material wherein the traditional method of teaching, the emphasis is on the teacher and her frontal teaching time leaving pupils passive. There were forty (40) participants in the study, ranging in age from 9 to 10; all with learning disabilities and attending four different classes (grades 3 to 4). Two of these classes studied math using the self-regulated method, and the other two, the traditional method. The ability to solve challenging math problems was examined using a test that included four challenge questions from a collection of math skills evaluation tests. In addition, teachers were required to fill out a questionnaire that characterized the teaching method they used. The findings revealed that the ability to solve challenge problems in math among pupils that were taught using the self-regulated method was significantly higher than the ability of the pupils that were taught using the traditional method. No significant difference in the ability to solve challenge problems in math was observed based on gender influence. In addition, the differences in this ability did not vary based on gender influence while using either method of teaching. The research concluded with a recommendation to use the self-regulated learning approach in teaching math because it may contribute to the improvement of math strategic thinking and thus impact a variety of phenomena related to this pedagogical field such as reducing school dropout rates, promoting pupils’ achievements, and improving social interaction.http://dx.doi.org/10.1080/2331186X.2016.1262306teaching methodsself-regulatedtraditional method of instructionmath instructionchallenge problems in mathlearning disabilities |
| spellingShingle | Saied Bishara Self-regulated math instructions for pupils with learning disabilities Cogent Education teaching methods self-regulated traditional method of instruction math instruction challenge problems in math learning disabilities |
| title | Self-regulated math instructions for pupils with learning disabilities |
| title_full | Self-regulated math instructions for pupils with learning disabilities |
| title_fullStr | Self-regulated math instructions for pupils with learning disabilities |
| title_full_unstemmed | Self-regulated math instructions for pupils with learning disabilities |
| title_short | Self-regulated math instructions for pupils with learning disabilities |
| title_sort | self regulated math instructions for pupils with learning disabilities |
| topic | teaching methods self-regulated traditional method of instruction math instruction challenge problems in math learning disabilities |
| url | http://dx.doi.org/10.1080/2331186X.2016.1262306 |
| work_keys_str_mv | AT saiedbishara selfregulatedmathinstructionsforpupilswithlearningdisabilities |