A Step-by-Step Teaching Technique for Teachers with Adult Students of Mathematics

Autor/in	McDonald, Betty
Titel	A Step-by-Step Teaching Technique for Teachers with Adult Students of Mathematics
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 63 (2013) 4, S.357-372 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713613490222
Schlagwörter	Teaching Methods; Mathematics Teachers; Adult Education; Pretests Posttests; Quasiexperimental Design; Observation; Control Groups; Experimental Groups; Semi Structured Interviews; Fundamental Concepts; Achievement Gains; Instructional Effectiveness; Andragogy; Mathematics Achievement; Student Attitudes; Beliefs; Self Efficacy; Foreign Countries; Mixed Methods Research + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Beobachtung; Grundlagenplan; Konzept; Achievement gain; Leistungssteigerung; Unterrichtserfolg; Andragogics; Andragogik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerverhalten; Belief; Glaube; Self-efficacy; Selbstwirksamkeit; Ausland
Abstract	Step-by-step teaching is a researcher-designed innovative process that takes the adult learner, step-by-step, from his present level of understanding to the required level. The technique is based on well-researched and accepted pedagogical practices set in their psychological, sociological, and andragogical perspectives. Using a convenience sample of 35 students and a pretest, posttest, control group quasi-experimental design with semistructured interviews and unobtrusive observation, the experimental group outperformed their untrained counterparts. They reported gains in their understanding of fundamental concepts that hitherto had presented them challenges for several years. There was an overall positive change in mathematical achievement, attitudes, beliefs, and self-confidence toward mathematics learning. This research could be a catalyst for more work in this understudied area. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10