Individual Differences and Instruction in Mathematics: A Review
Abstract
This paper focuses on some of the individual differences that exists among learners in mathematics which are likely to affect their learning. Since learners are not alike cognitively, a mathematics teacher has a challenge of recognizing and developing the potential of each individual learner. In mathematics classrooms, it is important for teachers to understand variables such as general ability to learn, motivation, attitudes, learning styles, gender among others which are individual differences within and between learners, and strategies are presented on how to cater for them
Downloads
References
Asio, J. M. R., & Jimenez, E. C. (2020). Effects of remediation activities on grade 5 pupil’s academic performance in technology and livelihood education (TLE). Pedagogical Research, 5(4), em 0075. https;//dol.org/10.29333/pr/8464
Ari, R. & Deniz, M.E. (2008). Sinif yonetimi. Maya Akami.
Bloom, B. S. (1974). Time and learning. American psychologist, 29,682-688.
Caratiquit, K. & Pablo, R. (2021). Exploring the practices of secondary school teachers in preparing for classroom observation amidst the new normal of education. Journal of Social, Humanity and Education, 1(4), 281-296.
D’amico, J., & Ve- Gallaway, K. (2008). Differentiated instruction for the middle school math teacher: Activities and Strategies for an inclusive classroom. Wiley
Djigic, G. & Stojiljkovic, S. (2011). Classroom management styles, classroom climate and school achievement. Procedia Social and Behavioral Science, 29(4), 290-294
Driscoll, M. (2005). Psychology of learning for instruction. Allyn and Bacon.
Gojak, L. M. (2013). NCTM summing up. National Council for Teachers of Mathematics.
Good, T. L., & Brophy, J. E. (2008). Looking in classrooms. Pearson.
Koh, K., & Luke, A. (2009). Authentic and conventional assessment in Singapore schools: An empirical study of teacher assignments and student work. Assessments in Education: Principles, Policy, and Practice, 16(3), 291-298.
Kubat, U. (2018). Identifying the individual differences among students during learning and teaching process by science teachers. International Journal of Research in Education and Science, 4(1), 30-38
Lin, S. W., & Liu, Y. (2017). A diagonistic remediation teaching system for enhancing elementary students’ science listening comprehension. International Journal of Science and Mathematics, 15, 1485-1500
Mayer, R. (1987). Educational Psychology: A cognitive approach. Little Brown and Company.
Mayer, R. E. (1998). Cognitive, metacognitive, and motivational aspects of problem solving. Instructional Science, 26, 49-63
Mohamed, L., & Waheed, H. (2011). Secondary students’ attitudes towards mathematics in a selected school of Maldives. International Journal of Humanities and Social Science, 1(15), 277-281.
Ngunjiri, M. (2012). A study of motivation to learn mathematics in relation to students’ self-concept, students’ self-efficany, and teachers’ self-efficacy in mathematics among secondary school students in Kenya. (Unpublished Phd thesis). BHU.
Slavin, R. E. (1987). Cooperation learning and cooperative school. Educational Leadership, 45, 7-13
Stanley, T. (2021). Enrichment activities for gifted students. Routledge
Switzer, D. (2004). Individualized instruction. In F. P. Scharge & J. Smink (Eds). Helping students graduate: A strategic approach to dropout prevention (pp, 225-233). Eye on Education.
Stipek, D. (1998). Motivation to learn: From theory to Practice. Allyn and Bacon.
Twoli, N., Maundu, J., Muindi, D., Kiio,M., & Kithinji, C. (2007). Instructional methods in education. Kenya Institute of Education.
Wiggins, H., Harding., A. & Engelbrecht, J. (2017). Student enrichment in mathematics: A case study with first year university students. International Journal of Mathematical Education in Science and Technology, 48(1), 16-29
William, D. (2007). Keeping learning on track. In F. K. Lester (Ed). Second handbook of research on mathematics teaching and learning (pp. 1053-1093). Information Age.
Copyright (c) 2022 Mbuthia Ngunjiri, PhD
This work is licensed under a Creative Commons Attribution 4.0 International License.
