Meaningful Learning in Mathematics: A Research Synthesis of Teaching Approaches

Autor/inn/en	Koskinen, Rauno; Pitkäniemi, Harri
Titel	Meaningful Learning in Mathematics: A Research Synthesis of Teaching Approaches
Quelle	In: International Electronic Journal of Mathematics Education, 17 (2022) 2, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Koskinen, Rauno) ORCID (Pitkäniemi, Harri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3030
Schlagwörter	Mathematics Instruction; Teaching Methods; Context Effect; Relevance (Education); Problem Solving; Problem Based Learning; Manipulative Materials; Educational Technology; Technology Uses in Education; Cooperative Learning; Discussion (Teaching Technique); Teacher Student Relationship; Elementary Secondary Education; Interaction; Concept Formation; Teacher Role + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Relevance; Relevanz; Problemlösen; Problem-based learning; Problemorientiertes Lernen; Hilfsmittel; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kooperatives Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Concept learning; Begriffsbildung; Lehrerrolle
Abstract	The premise on which our synthesis is based is the fragmentation of research focused on teaching and learning in mathematics. Our intention is to build an aggregate synthesis from these sources in the context of school education and meaningful learning. Our research targets the links between the different approaches used in teaching, interaction during the teaching-learning process and learning outcomes. Methodologically, our dataset consists of qualitative, quantitative, and mixed-methods studies and meta-analyses. An EBSCO search produced 69 analysis-eligible publications from 2007-2019. According to our findings, the use of contextual, concrete and social approaches promotes meaningful learning in mathematics, although with certain refinements. The analyses revealed that high-quality learning in mathematics requires guidance during student activities and evaluation with immediate feedback during the teaching-learning process. It also requires the skill among teachers to choose suitable contexts and learning tools, and to focus the students' communication on what is relevant. Additional significant factors in a meaningful learning process include an affectively favourable classroom atmosphere and teachers who treat their students as individuals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01