Barriers to Mathematics Teachers’ Use of Their Knowledge of Students’ Learning Styles in Mathematics Teaching: A Case of Secondary Schools in Zimbabwe

Edmore Mangwende; Aneshkumar Maharaj

doi:10.29333/ejmste/109198

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Edmore Mangwende ¹ ^* , Aneshkumar Maharaj ²

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¹ Vengere High School, ZIMBABWE² University of KwaZulu-Natal, SOUTH AFRICA^* Corresponding Author

Abstract

This qualitative research study explored barriers that impinged on teachers’ use of their knowledge of students’ learning styles in teaching mathematics. It was a case study of three secondary schools in the Makoni District of Manicaland Province in Zimbabwe. Participants were fifteen mathematics teachers. Results revealed that the barriers were related to the teachers, the students, the curriculum and the socio-economic status of the schools. Collaborative teaching, formation of mathematics clubs, mobilisation of resources, use of excursions and in-servicing of teachers were recommended as ways of reducing the effects of the barriers.

Keywords

barriers
learning styles
mathematics teaching
secondary school
students’ learning styles
teaching styles

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2020, Volume 16, Issue 1, Article No: em1806

https://doi.org/10.29333/ejmste/109198

Publication date: 19 Sep 2019

Article Views: 3533

Article Downloads: 6741

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How to cite this article

APA

Mangwende, E., & Maharaj, A. (2020). Barriers to Mathematics Teachers’ Use of Their Knowledge of Students’ Learning Styles in Mathematics Teaching: A Case of Secondary Schools in Zimbabwe. Eurasia Journal of Mathematics, Science and Technology Education, 16(1), em1806. https://doi.org/10.29333/ejmste/109198

Vancouver

Mangwende E, Maharaj A. Barriers to Mathematics Teachers’ Use of Their Knowledge of Students’ Learning Styles in Mathematics Teaching: A Case of Secondary Schools in Zimbabwe. EURASIA J Math Sci Tech Ed. 2020;16(1):em1806. https://doi.org/10.29333/ejmste/109198

AMA

Mangwende E, Maharaj A. Barriers to Mathematics Teachers’ Use of Their Knowledge of Students’ Learning Styles in Mathematics Teaching: A Case of Secondary Schools in Zimbabwe. EURASIA J Math Sci Tech Ed. 2020;16(1), em1806. https://doi.org/10.29333/ejmste/109198

Chicago

Mangwende, Edmore, and Aneshkumar Maharaj. "Barriers to Mathematics Teachers’ Use of Their Knowledge of Students’ Learning Styles in Mathematics Teaching: A Case of Secondary Schools in Zimbabwe". Eurasia Journal of Mathematics, Science and Technology Education 2020 16 no. 1 (2020): em1806. https://doi.org/10.29333/ejmste/109198

Harvard

Mangwende, E., and Maharaj, A. (2020). Barriers to Mathematics Teachers’ Use of Their Knowledge of Students’ Learning Styles in Mathematics Teaching: A Case of Secondary Schools in Zimbabwe. Eurasia Journal of Mathematics, Science and Technology Education, 16(1), em1806. https://doi.org/10.29333/ejmste/109198

MLA

Mangwende, Edmore et al. "Barriers to Mathematics Teachers’ Use of Their Knowledge of Students’ Learning Styles in Mathematics Teaching: A Case of Secondary Schools in Zimbabwe". Eurasia Journal of Mathematics, Science and Technology Education, vol. 16, no. 1, 2020, em1806. https://doi.org/10.29333/ejmste/109198