- Title
- Effectiveness of teaching strategies in mathematics
- Creator
- Stojanovski, Elizabeth
- Relation
- 12th Annual International Conference on Statistics: Teaching, Theory & Applications. ATINER's Conference Paper Series STA2017-2276 (Athens, Greece 02-05 July, 2017)
- Relation
- https://www.atiner.gr/paper-series
- Publisher
- Athens Institute for Education and Research (ATINER)
- Resource Type
- conference paper
- Date
- 2017
- Description
- Due to the abundance of data collected at an increasing rate in all fields of society, there is a much greater demand for suitably qualified statisticians and mathematicians to analyse it. This has partially contributed to the recent emphasis on Science, Technology, Engineering and Mathematics (STEM) seen as necessary for Australian education. It has been recognised that students need to study in these areas to be able to properly facilitate scientific developments. The identification of Mathematics as one of the pillars of STEM is the first step required to move closer to achieving this goal. Teaching mathematics and statistics is challenging. Many commencing tertiary students, for example, have negative experiences of statistics and mathematics and many have associated anxieties with regards to these courses, some of which are a result of their experiences with studying these courses at secondary level. There is further concern that the research on teaching and learning statistics remains disconnected. Recent research in statistical education has focused on the need for reform in statistics and mathematics pedagogy and in methods of teaching these courses, which should take into account learning theories. The main traditional learning theories include Behaviourism and Cognitive theory, both of which are associated with learners remaining passive. The more recent focus in mathematics and statistics education has been on constructivist learning theory which has been claimed to be a more effective setting to encourage motivation and interest in learning and, thus, to potentially provide a better opportunity for improved learning outcomes. Evidence of the superiority of this approach as a learning tool is limited. The present study will analyse secondary data to assess whether these different approaches to learning are associated with differing exam performance scores in a secondary school setting.
- Subject
- effectiveness; learner; mathematics; teaching methods
- Identifier
- http://hdl.handle.net/1959.13/1396694
- Identifier
- uon:34094
- Identifier
- ISSN:2241-2891
- Language
- eng
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