期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2018
卷号：14
期号：7
页码：3225-3233
DOI：10.29333/ejmste/91679
出版社：Pamukkale Univ Dept Sci Education
摘要：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.
