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

Edmore Mangwende; Aneshkumar Maharaj

doi:10.29333/ejmste/109198

Full Text (PDF)

Edmore Mangwende ¹ ^* , Aneshkumar Maharaj ²

More Detail

¹ Vengere High School, ZIMBABWE² University of KwaZulu-Natal, SOUTH AFRICA^* Corresponding Author

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.

Keywords

barriers
learning styles
mathematics teaching
secondary school
students’ learning styles
teaching styles

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 16, Issue 1, January 2020, Article No: em1806

https://doi.org/10.29333/ejmste/109198

Publication date: 19 Sep 2019

Article Views: 3852

Article Downloads: 7331

Open Access References How to cite this article

References

Allan, S. D., & Tomlinson, C. A. (2000). Leadership for differentiated schools and classrooms. Alexandria: ASCD.
Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 8-14. https://doi.org/10.1016/j.npls.2016.01.001.
Carlson, A. M. (2018). What is differentiated instruction? Examples, definition and activities. Retrieved on 17 April 2019 from https://study.com/academy/lesson/what-is-differentiated-instruction-examples-definition-activities.html.
Crystal, S. (2012). A comparison of barriers to teaching and learning of Mathematics and Science across a three year study of misconceptions management professional development. Michigan: College of Education and Human Development.
Haar, J., Hall, G., Schoepp, P., & Smith, D. (2002). How teachers teach to students with different learning styles. Clearing House: A journal of educational strategies, issues and ideas, 75(3), 142-145. https://doi.org/10.1080/00098650209599254.
Honey, P., & Mumford, A. (1982). Manual of Learning Styles. London: P Honey.
Kaniz, F. D. (2015). Barriers in teaching learning process of mathematics at secondary level: A quest of quality improvement. American Journal of Educational studies, 3(7), 822-831.
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Engle wood Cliffs: Prentice-Hall, Inc.
Mangwende, E., & Maharaj, A.(2018). Secondary school mathematics teachers' use students' learning styles when teaching functions: A case of Zimbabwean schools. EURASIA Journal of Mathematics, Science and Technology, 14(7), 3225-3233. https://doi.org/10.29333/ejmste/91679.
Marban, J. M., & Mulenga, E. M. (2019). Pre-service Primary Teachers’ Teaching Styles and Attitudes towards the Use of Technology in Mathematics Classrooms. International Electronic Journal of Mathematics Education, 14(2), 253-263. https://doi.org/10.29333/iejme/5649.
McLeod, S. A. (2017). Kolb-learning styles. Retrieved on 17 April 2018 from http://www.simplypsychology.org/learning-kolb.html.
Nziramasanga, C. T., Malaba, G., Kachingwe, S. L., & Gerbecks, H. (1999). Report of the presidential commission of inquiry into education and training. Harare: Nziramasanga Commission of Inquiry.
Oisebe, M. V. (2012). Barriers to the teaching-learning of mathematics in secondary schools in Masaba South District, Kisii County, Kenya. Mabasa: MST- Department of Educational Management Policy and Curriculum Studies.
Patel, K. L., & Singh, S. (2014). Matching and Mismatching of learning styles and teaching styles: A conceptual perspective. Shaikshik Parisamvad (An International Journal of Education), 4, 20-26.
Peacock, M. (2001). Match or mismatch: Learning styles and teaching styles in EFL. International Journal of Applied Linguistics, 11(1), 1-20. https://doi.org/10.1111/1473-4192.00001.
Perini, M. J., Silver, H. F., & Strong, R. W. (1997). Integrating Learning Styles and Multiple Intelligences. Educational leadership, 55(1), 22-27.
Perini, M. J., Silver, H. F., & Strong, R. W. (2000). So each may learn: Integrating learning styles and multiple intelligences. Alexandria: Association for Supervision and Curriculum Development.
Reid, J. M. (1987). The learning style preferences of ESL Students. TESOL Quarterly, 21(1), 87-111. https://doi.org/10.2307/3586356.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria: Association for Supervision and Curriculum Development.
Weselby, C. (2014). What is differentiated instruction? Examples of how to differentiate instruction in the classroom. Oregon: Concordia University.
Zaidah, Z. (2007). Case study as research method. Jurnal Kemanusiaan, 9, 1-6.
Zeeb, M. S. (2004). Improving student success through matching learning and teaching styles. Phoenix: University of Phoenix.

How to cite this article

APA

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, 16(1), em1806. https://doi.org/10.29333/ejmste/109198

Vancouver

Mangwende E, Maharaj A. Barriers to Mathematics Teachers’ Use of Their Knowledge of Students’ Learning Styles in Mathematics Teaching: A Case of Secondary Schools in Zimbabwe. EURASIA J Math Sci Tech Ed. 2020;16(1):em1806. https://doi.org/10.29333/ejmste/109198

AMA

Mangwende E, Maharaj A. Barriers to Mathematics Teachers’ Use of Their Knowledge of Students’ Learning Styles in Mathematics Teaching: A Case of Secondary Schools in Zimbabwe. EURASIA J Math Sci Tech Ed. 2020;16(1), em1806. https://doi.org/10.29333/ejmste/109198

Chicago

Mangwende, Edmore, and Aneshkumar Maharaj. "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 2020 16 no. 1 (2020): em1806. https://doi.org/10.29333/ejmste/109198

Harvard

Mangwende, E., and 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, 16(1), em1806. https://doi.org/10.29333/ejmste/109198

MLA

Mangwende, Edmore et al. "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, no. 1, 2020, em1806. https://doi.org/10.29333/ejmste/109198