Abstract
This paper reports on a research that was done to explore how ordinary level mathematics teachers used their knowledge of their students’ learning styles when teaching functions. The study was carried out at eight secondary schools in the Makoni District of Manicaland Province in Zimbabwe. The schools were selected using stratified random sampling. Twenty-five mathematics teachers at the selected schools participated in the research. Data were obtained through face to face interviews and document analysis. The findings revealed that the mathematics teachers’ teaching and assessment strategies were not based on their knowledge of their students’ learning styles. Information and communication technology (ICT) and audio teaching aids were not used by most of the teachers. The researchers recommended that the mathematics teachers be in-serviced on the implications of students’ learning styles for mathematics teaching. The teachers also needed some in-service training on how to use different forms of ICT in mathematics teaching.
Highlights
In our opinion, mathematics teaching should be informed by teachers’ knowledge of students’ learning styles
This paper reports on a research that was done to explore how ordinary level mathematics teachers used their knowledge of their students’ learning styles when teaching functions
Teaching Strategies used by the Mathematics Teachers when Teaching Functions
Summary
Mathematics teaching should be informed by teachers’ knowledge of students’ learning styles. Full knowledge of students’ learning styles could help mathematics teachers in planning instruction that suits all students. A study carried out in South Africa revealed that teachers acknowledged that learners have different learning styles, their practice did not match what they reported (Matseke, 2013). Teachers preferred teaching in ways they were taught or the way they preferred learning (Patel & Singh, 2014). Haas (2003) reported that mathematics classrooms were largely verbal environments in which instructions were given verbally with follow ups done on the chalkboard. The environment forced students to memorise formulae, algorithms and theorems. Such an environment is suitable only for students with strong processing skills
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