Abstract:
This article investigates how middle school math teachers facilitate meaningful understanding of mathematics in their classroom. The goal was to determine if math teachers modified their teaching styles to accommodate the preferred learning style of their students. The purpose of this study was to examine what instructional methods were used to teach mathematics to students with different learning styles. Based on the responses from an 11-item survey, this study takes a closer look at the
teacher's role in the classroom and their approach to teaching mathematical concepts when taking into consideration how students believed they understood math. |
