Using learning stations in the elementary mathematics classroom to teach geometry : a case study

النوع : Mémoire

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