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Effectiveness of direct approach in teaching mathematics

Sara Arko (2017) Effectiveness of direct approach in teaching mathematics. MSc thesis.

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    In the first part of Master thesis I consider the direct approach in teaching mathematics. I describe the steps, which guide teachers in preparing their lessons. Also, some key elements of direct approach, particularly important when teaching students with learning problems in mathematics, are presented. These elements are: direct explanation, asking questions, guided exercises and feedback. In the next part I report of two studies which considered the effectivity of direct approach in comparison to indirect approach. To illustrate the theoretical part I present examples of commented lessons plans based on direct approach and examples of lessons plans based on indirect approach. In the empirical part of Master thesis I report the research, with which I explored whether these are differences in preferences of students toward indirect or direct style of teaching. I was interested, which teaching style the students in the observed population prefer and if the preferred style is related to academic achievements and gender. In addition, I explored the learning effect of each approach. In the conducted research I assessed whether students with lower academic achievements learn more if they are thought with direct approach then with indirect approach. I found that students in general prefer the direct approach regardless their academic achievements and gender. Further, more students with both higher and lower academic achievements perform better if direct approach is used, then in the case of indirect approach of teaching.

    Item Type: Thesis (MSc thesis)
    Keywords: direct teaching style, indirect teaching style, direct explanation, individual research, learning performance of students
    Number of Pages: 94
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Zlatan MagajnaMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=11574089)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 4483
    Date Deposited: 16 Jun 2017 11:50
    Last Modified: 16 Jun 2017 11:50
    URI: http://pefprints.pef.uni-lj.si/id/eprint/4483

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