Active and traditional teaching, self-image, and motivation in learning math among pupils with learning disabilities
In this, I examined the differences between two approaches for teaching math to pupils with learning disabilities: active teaching as opposed to traditional teaching, which engages pupils more directly in their own learning process and promotes collaborative learning, and traditional (frontal) teach...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2018-01-01
|
| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2018.1436123 |
| _version_ | 1827849622865838080 |
|---|---|
| author | Saied Bishara |
| author_facet | Saied Bishara |
| author_sort | Saied Bishara |
| collection | DOAJ |
| description | In this, I examined the differences between two approaches for teaching math to pupils with learning disabilities: active teaching as opposed to traditional teaching, which engages pupils more directly in their own learning process and promotes collaborative learning, and traditional (frontal) teaching. The hypothesis is that active teaching will result in an improved self-image and the motivation to learn math than traditional teaching. Forty pupils with learning disabilities in special education classes at a conventional elementary school participated in the study. In two classes, an active teaching approach was used to teach math, and in the oeher two classes, a traditional approach was used. Our findings indicate that the self-image, motivation, and achievement of the pupils in the active teaching classes to learn math was higher than in the traditional classes. These results have implications for pupils with learning disabilities and other pupils learning math and other subjects and are relevant to curriculum teacher training programs. |
| first_indexed | 2024-03-12T10:09:00Z |
| format | Article |
| id | doaj.art-d44ea9ffbb064d09b8e4587f75632076 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T10:09:00Z |
| publishDate | 2018-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-d44ea9ffbb064d09b8e4587f756320762023-09-02T11:05:40ZengTaylor & Francis GroupCogent Education2331-186X2018-01-015110.1080/2331186X.2018.14361231436123Active and traditional teaching, self-image, and motivation in learning math among pupils with learning disabilitiesSaied Bishara0Beit-Berl CollegeIn this, I examined the differences between two approaches for teaching math to pupils with learning disabilities: active teaching as opposed to traditional teaching, which engages pupils more directly in their own learning process and promotes collaborative learning, and traditional (frontal) teaching. The hypothesis is that active teaching will result in an improved self-image and the motivation to learn math than traditional teaching. Forty pupils with learning disabilities in special education classes at a conventional elementary school participated in the study. In two classes, an active teaching approach was used to teach math, and in the oeher two classes, a traditional approach was used. Our findings indicate that the self-image, motivation, and achievement of the pupils in the active teaching classes to learn math was higher than in the traditional classes. These results have implications for pupils with learning disabilities and other pupils learning math and other subjects and are relevant to curriculum teacher training programs.http://dx.doi.org/10.1080/2331186X.2018.1436123active teachingtraditional teachingself-imagemotivationlearning mathlearning disabilitiesspecial education |
| spellingShingle | Saied Bishara Active and traditional teaching, self-image, and motivation in learning math among pupils with learning disabilities Cogent Education active teaching traditional teaching self-image motivation learning math learning disabilities special education |
| title | Active and traditional teaching, self-image, and motivation in learning math among pupils with learning disabilities |
| title_full | Active and traditional teaching, self-image, and motivation in learning math among pupils with learning disabilities |
| title_fullStr | Active and traditional teaching, self-image, and motivation in learning math among pupils with learning disabilities |
| title_full_unstemmed | Active and traditional teaching, self-image, and motivation in learning math among pupils with learning disabilities |
| title_short | Active and traditional teaching, self-image, and motivation in learning math among pupils with learning disabilities |
| title_sort | active and traditional teaching self image and motivation in learning math among pupils with learning disabilities |
| topic | active teaching traditional teaching self-image motivation learning math learning disabilities special education |
| url | http://dx.doi.org/10.1080/2331186X.2018.1436123 |
| work_keys_str_mv | AT saiedbishara activeandtraditionalteachingselfimageandmotivationinlearningmathamongpupilswithlearningdisabilities |