PEDAGOGICAL SKILLS AND (E-)TEACHING - THE EXAMPLE OF MATHEMATICS AND READING

Vasiliki Ioannidi,Ilianna Gogaki

doi:10.46827/ejoe.v6i1.3530

Abstract

Problems faced by students with learning difficulties vary considerably for each student per subject and per educational level, having a common distinctive feature: they relate to areas in the handling of mathematical calculations and in the production of written speech. This brief report emphasises pedagogical skills, techniques and behaviour management as a cross-learning process in mathematics and reading in classroom. The paper can provide highlights in (e-)teaching through the example of mathematics and reading.  Article visualizations:<img src="/-counters-/edu_01/0745/a.php" alt="Hit counter" />

Highlights

Students with Learning Difficulties (Wong, 2004) and Mathematics Learning Disabilities (Rivera, 1997) have a dead end in educational practice
The literature shows the potential of subject-specific cases for enhancing mathematics teachers' pedagogical thinking and reasoning (Ball, 1988a, 1988b)
Tools can effectively facilitate learning for most students by becoming powerful instructional tools in writing, reading comprehension and content-areas subjects across a large range of ages, grades and learning abilities (Ellis et al, 2005)

Summary

Introduction

Students with Learning Difficulties (Wong, 2004) and Mathematics Learning Disabilities (Rivera, 1997) have a dead end in educational practice. Their knowledge is fragmentary and they do not have problem-solving and school-processing strategies, so the risk of school marginalisation is visible. As the education and training of teachers has an important role in ensuring quality of learning specially for the children with special needs, the purpose of this brief review is to develop important pedagogical skills in (e-)teaching through the example of mathematics and reading as a cross-learning path (Gogaki & Ioannidi, 2018) and to encourage the participation and progress of students with special needs

Learning difficulties and Mathematics Learning Disabilities

Pedagogical skills and educational intervention

Conclusion