文章基本信息

标题：Active and traditional teaching, self-image, and motivation in learning math among pupils with learning disabilities
本地全文：下载
作者：Saied Bishara ; Zane Wubbena ; Reviewing Editor 等
期刊名称：Cogent Education
电子版ISSN：2331-186X
出版年度：2018
卷号：5
期号：1
页码：1436123
DOI：10.1080/2331186X.2018.1436123
语种：English
出版社：Taylor and Francis Ltd
摘要：Abstract 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.
关键词：active teaching ; traditional teaching ; self-image ; motivation ; learning math ; learning disabilities ; special education