What do you ask – do different teaching styles affect student achievement in mathematics?

Yes, different teaching styles can affect student achievement in mathematics. Research suggests that student-centered teaching approaches are more effective in promoting mathematical understanding and problem-solving skills.

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Yes, different teaching styles can affect student achievement in mathematics. Research suggests that student-centered teaching approaches are more effective in promoting mathematical understanding and problem-solving skills.

According to Jo Boaler, a professor of mathematics education at Stanford University, “teaching mathematics and ensuring that all students learn it remains one of the most important challenges facing our society.”

There are various teaching approaches that are used to teach mathematics, such as traditional teacher-centered approaches and student-centered approaches. In traditional teacher-centered approaches, the teacher is the primary source of knowledge and the students are expected to listen, memorize, and regurgitate information. On the other hand, student-centered approaches focus on active engagement and construction of knowledge by students.

Research has found that student-centered approaches, such as inquiry-based learning and problem-based learning, can be more effective in promoting mathematical understanding and problem-solving skills. These approaches allow students to engage in the learning process, ask questions, explore mathematical concepts, and make connections between different concepts.

A study conducted by the Organisation for Economic Co-operation and Development (OECD) found that “teacher-directed instruction is associated with rote learning and less conceptual understanding, lower-order cognitive skills and less motivation than student-centered instruction.”

Teaching Styles Mathematical Achievement
Traditional teacher-centered approaches Lower-order cognitive skills, rote learning
Student-centered approaches (inquiry-based learning, problem-based learning) High-order cognitive skills, conceptual understanding

In conclusion, different teaching styles can have a significant impact on student achievement in mathematics. Student-centered approaches that focus on active engagement and construction of knowledge have been found to be more effective in promoting mathematical understanding and problem-solving skills. As Jo Boaler notes, “teaching mathematics in a way that supports and values all students will change our society for the better.”

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Response via video

Larry Ferlazzo’s video on “Differentiating Instruction: It’s Not as Hard as You Think” explains that teachers can successfully differentiate instruction in three areas: content, process, and product by recognizing that students have different strengths, challenges, and interests. Differentiation strategies such as giving students choice for content, grouping students differently for process, and allowing various types of product creation can be effective if teachers build strong relationships with their students and create a positive classroom culture. These strategies support student learning without creating extra work for teachers.

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Styles and Students’ Achievement in Mathematics Results of the analysis indicated a significant relation between teaching style and student achievement based on students’ highest mean percentage score.

Results indicated that teaching styles directly influenced to enhance student’s mathematical education. Further, it showed that every teaching style had advantages and disadvantages.

The results show that teaching style has an important, but complex, influence on Mathematics achievement, suggesting that the methods at use in high-performing jurisdictions may not work as well elsewhere.

The results of this study reveal that teachers design the learning environments depending on their own learning styles and that there has been a close relationship between teachers’ learning styles, students’ learning styles and students’ achievements in mathematics classes, that students’ achievements increase

Approximately 39% of the total variance in students’ achievement is attributable to the difference between the teaching styles.

For instance, research on teaching styles and mathematics instruction has established that teachers’ mastery of content and teaching style positively influence students’ mathematics performance.

Four teaching strategies including cooperative learning, deductive approach, inductive approach, and integrative approach, were found to have a significant influence on academic performance.

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Then, What are the factors that affect mathematics achievement of students? As a response to this: Demographic Factors

  • Gender. Many variables have long been studied as predictors of mathematics achievement.
  • Socio-Economic Status.
  • Parents’ Educational Level.
  • Instructional Strategies and Methods.
  • Teacher Competency in Math Education.
  • Motivation or Concentration.
  • Instrument.
  • Procedure.
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Additionally, How do different teaching styles affect students?
Answer: A teacher’s teaching style (authoritative, authoritarian and permissive) affects students’ experience in school. It can provoke functional or non-functional perceptions of learning, self-efficacy and schoolwork, thus an appropriate teaching style can help prevent early school leaving.

Is it important to use different strategies in teaching mathematics Why? Response will be: Teachers who have mastered effective approaches and strategies in teaching mathematics can help increase students’ mathematical knowledge and improve math outcomes.

Similarly one may ask, What are the teaching styles in mathematics?
He developed a system of five different teaching styles: Expert, Formal Authority, Personal Model, Facilitator and Delegator. Each style differs in the form how the teachers developed in classroom and in the form of interaction that they support with their students.

Accordingly, Does teaching style affect student achievement in math & reading?
As an answer to this: The teaching style is also differently associated with the student achievement in math and reading, by gender or by the type of school, but basically when the students report the practices. In this section we explore the determinants of the differences between the student’s and the teacher’s view.

Is there an association between teaching styles and student achievement?
As a response to this: But that association is only significant when using students’ reports. Teaching styles are differently related to achievement along several dimensions—math and reading, boys and girls, public/private students—but again basically when we rely on students’ reports.

Do mathematics teachers affect student achievement?
Response to this: In this way we seek to avoid the potential endogeneity bias that can arise when estimating the effect of activities carried out by mathematics teachers on student achievement in mathematics due to the fact that the type of practices carried out by teachers might depend on students’ achievement (dependent variable).

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Considering this, Does traditional teaching affect performance in math? For math, the positive association only arises using the students’ answers. The traditional teaching, in turn, is related to lower achievement in reading, but only based on the students’ reports; it is not significantly related to performance in math.

Moreover, Do different teaching strategies improve students’ academic performance in mathematics?
These findings revealed the importance of utilizing different teaching strategies to accommodate different learning styles and improve students’ academic performance in mathematics. To support the result, according to Khan and Javed (n.d.), teachers should understand learning styles and relate them to their own context.

Is teaching style related to achievement?
Answer to this: Relying on the teacher’s reports leads to conclude that the teaching style is not related to achievement. Alternatively, relying on the students ‘reports brings the conclusion to higher achievement (Cabrillana& Mayan, 2018). It is strengthened that students’ perspectives for their expectations play a critical role to achieve learning goals

Just so, Do teacher effects affect students’ math achievement? Response to this: Compared to a correlation of 0.64 between teacher effects on our two math achievement tests, the strongest correlation between teacher effects on students’ math achievement and effects on their attitudes or behaviors is 0.19. improving these skills. In our conclusion, we discuss several ways that policymakers and

Also to know is, What factors influence student achievement in mathematics?
As a response to this: Basing on our findings, factors such as, students’ attitude, teachers’ attitude, teaching methods, classroom environment, gender stereotypes and parental factors have been widely found to influence student achievement in mathematics.

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