Barriers to Mathematics Teachers’ Use of Their Knowledge of Students’ Learning Styles in Mathematics Teaching: A Case of Secondary Schools in Zimbabwe
Edmore Mangwende 1 * , Aneshkumar Maharaj 2
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1 Vengere High School, ZIMBABWE
2 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.

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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

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

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

Publication date: 19 Sep 2019

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