Using learning stations in the elementary mathematics classroom to teach geometry : a case study (Record no. 19932)

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fixed length control field 02794nam a2200217Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191210112731.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name El-Balah, Lama Jamil Rawdah
Miscellaneous information Master Education
245 10 - TITLE STATEMENT
Title Using learning stations in the elementary mathematics classroom to teach geometry : a case study
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut. Faculty of Arts and Sciences
Date of publication, distribution, etc. 2008
300 ## - PHYSICAL DESCRIPTION
Extent 81 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The use of learning stations is a strategy that falls under the umbrella of differentiation which recognizes students' different learning styles. The first purpose of this thesis study was to examine the effect of using learning stations to teach a unit of geometry on student performance in comparison with direct instruction. The second purpose was to investigate students' perceptions of their learning experiences when they were taught through learning stations with respect to students' attitudes towards and enjoyment of mathematics. The third purpose was to gauge the cooperating teacher's perceptions of the practicality and effectiveness of classroom stations as used in this study.This case study was an experimental one. The study involved 40 third grade students coming from two classroom sections. In each section there were 20 students, both boys and girls. The first section of students was the control group. This group received direct instruction. The second group received instruction through the use of mathematics learning stations. Pre-tests and post-tests were administered to both groups before and after intervention took place. Students in the experimental group reflected on their learning in journals using writing prompts provided by their teachers. Furthermore a semi-structured interview was conducted with the teacher of the experimental group. Results from the post-tests showed that the experimental group performed significantly better than the control group did. Journal entries indicated that students enjoyed working at different learning stations because they learned new skills, they could apply what they had learned to their daily lives, and the tasks were simple for them to complete. The teacher interview revealed that despite the teachers reservations towards the stations approach she expressed confidence in the method as an alternative to teaching from the text book
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle primaire L’enseignement du Maths
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Elementary Education Math education Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الابتدائية تعليم الرياضيات طرق التعليم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=27494">http://search.shamaa.org/FullRecord?ID=27494</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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