Active and Traditional Teaching of Mathematics in Special Education
Author(s)
Saied Bishara
Affiliation(s)
Special Education Department, Beit Berl College and Open University, Ra'anana, Israel.
Special Education Department, Beit Berl College and Open University, Ra'anana, Israel.
ABSTRACT
This research project examines the differences between two teaching methods in the teaching of mathematics—active teaching and traditional teaching—in special education classes in standard elementary schools in the Arab sector of Israel. The differences examined are related to the advancement of scholastic achievements in mathematics, both from the aspect of understanding the study materials and the ability to solve mathematical problems. In addition, the impact of gender on achievements in mathematics in special education is also examined. This research project involved the participation of 40 students from four special education classes (Grades 3 and 4) at a standard elementary school. Two classes studied mathematics using the active teaching method, while the other two classes studied mathematics using the traditional teaching method. Findings indicated that among students who studied under the active teaching method, the improvement that occurred in the scope of mathematics achievements was distinctly greater than the improvement in scope of mathematics achievements occurring among students studying under the traditional teaching method. It was also found that among girls, the improvement occurring in the scope of mathematics achievements was distinctly greater than the improvement among boys. The characterizing of a teaching method that places an emphasis on active teaching may constitute a factor assisting in the boosting of scholastic achievements in mathematics, and its implications may also have impact on the teaching of other subjects. Active teaching may lead to the prevention of student drop-out from the educational framework, as well as fostering and motivating study and an improvement in social relationships.
This research project examines the differences between two teaching methods in the teaching of mathematics—active teaching and traditional teaching—in special education classes in standard elementary schools in the Arab sector of Israel. The differences examined are related to the advancement of scholastic achievements in mathematics, both from the aspect of understanding the study materials and the ability to solve mathematical problems. In addition, the impact of gender on achievements in mathematics in special education is also examined. This research project involved the participation of 40 students from four special education classes (Grades 3 and 4) at a standard elementary school. Two classes studied mathematics using the active teaching method, while the other two classes studied mathematics using the traditional teaching method. Findings indicated that among students who studied under the active teaching method, the improvement that occurred in the scope of mathematics achievements was distinctly greater than the improvement in scope of mathematics achievements occurring among students studying under the traditional teaching method. It was also found that among girls, the improvement occurring in the scope of mathematics achievements was distinctly greater than the improvement among boys. The characterizing of a teaching method that places an emphasis on active teaching may constitute a factor assisting in the boosting of scholastic achievements in mathematics, and its implications may also have impact on the teaching of other subjects. Active teaching may lead to the prevention of student drop-out from the educational framework, as well as fostering and motivating study and an improvement in social relationships.
KEYWORDS
Teaching Methods, Active Teaching, Traditional Teaching, Mathematics Teaching, Special Education Classes, Special Education System
Teaching Methods, Active Teaching, Traditional Teaching, Mathematics Teaching, Special Education Classes, Special Education System
Cite this paper
Bishara, S. (2015) Active and Traditional Teaching of Mathematics in Special Education. Creative Education, 6, 2313-2324. doi: 10.4236/ce.2015.622238.
Bishara, S. (2015) Active and Traditional Teaching of Mathematics in Special Education. Creative Education, 6, 2313-2324. doi: 10.4236/ce.2015.622238.
References
[1] Agran, M., & Wehmeyer, M. (1999). Teaching Problem Solving to Students with Mental Retardation. Innovations, 15, 1-30. [2] Barkai, R., & Zamir, P. (2005). Using Mathematics Errors: Theory and Practice. Tel Aviv: Ramot. (In Hebrew) [3] Bishara, S. (2005). Characteristics of the School and Improved Learning Achievements in the Areas of Basic Reading Comprehension and Mathematics of Students in Special Education in the Jewish and Arab. Ph.D. Thesis, Ramat Gan: School of Education, Bar Ilan University. (In Hebrew) [4] Bourke, S. (2007). Abnormalities and Prejudice: The History of Special Education in the World. Tel Aviv: YaronGulan. (In Hebrew) [5] Chen, D. (2007). Using Errors as a Lever for Improving Student Learning and Deepen Mathematical Knowledge. Mathematics Teachers’ Bulletin, 37, 81-93. (In Hebrew) [6] Cohen, A., & Lazer, I. (2004). Teachers’ Attitudes toward Integration of Students by Category and Severity Exceptional Skills and Approaches for Dealing with These Students That Combines Classroom. Issues in Special Education and Rehabilitation, 19, 95-109. (In Hebrew) [7] Eylon, B., & Linn, M. C. (1988). Learning and Instruction: An Examination of Four Research Perspectives in Science Education. Review of Education Research, 58, 251-301.
http://dx.doi.org/10.3102/00346543058003251 [8] Fischbein, E. (1997). Intuition in Science and Mathematics: An Educational Approach. Dordrecht: Reidel. [9] Gabish, B., & Shimoni, S. (2006). Perceptions of Teachers, including the Integration of Students with Special Needs Orientations. Issues in Special Education and Rehabilitation, 21, 35-54. (In Hebrew) [10] Geary, D. C. (2010). Teaching Algebra to Students with Learning Disabilities. Journal of Learning Disabilities, 46, 31-37. [11] Ginsburg, H. P. (2006). Mathematics Learning Disabilities: A View from Developmental Psychology. Journal of Learning Disabilities, 40, 151-169. [12] Ginsburg, H. P. (2009). Mathematics Disabilities: An Underestimated Topic? Journal of Psychoeducational Assessment, 27, 171-174.
http://dx.doi.org/10.1177/0734282908330577 [13] Globman, R., & Harrison, J. (1994). Active Learning—A Heterogeneous Approach to Teaching. In Y. Rich, & R. Ben-Ari (Eds.), Heterogeneous Classroom Teaching Methods (pp. 55-97). Even Yehuda: Reiches. (In Hebrew) [14] Heiman, T., & Olenik-Shemesh, T. (2004). Teachers Dealing with Aspects of Integrating Students with Special Needs. In G. Rozental (Ed.), Teachers in a Changing World Trends and Challenges (pp. 131-156). Ra’anana: The Open University. (In Hebrew) [15] Hotzler, I., Jacob, T., Almosni, I., & Bergman, A. (2001). Guide for Integrating Children with Physical Disabilities in the School and in the Community. Tel Aviv: MOFET Institute. (In Hebrew) [16] Kashti, Y., Arieli, M., & Shlansky, S. (1997). Lexicon of Education and Teaching. Tel Aviv: Ramot, Tel Aviv University. (In Hebrew) [17] Klein, A. (2008). It Is Heaven or Hell: Gender and Reflection in Society and Education. Tel Aviv: Kvanim. (In Hebrew) [18] Lewis, R. (1983). Teaching Special Student in the Mainstreaming. Columbus, OH: C. Emerriall. [19] Margalit, M. (2003). Resilience Model among Individuals with Learning Disabilities: Proximal and Distal Influences. Learning Disabilities Research & Practice, 18, 82-86.
http://dx.doi.org/10.1111/1540-5826.00062 [20] Montague, M. (2010). Cognitive Strategy Instruction in Mathematics for Students with Learning Disabilities. Journal of Learning Disabilities, 46, 13-21. [21] Plotnik, R. (2008). Grow Differently. Holon: Yesod. [22] Reiter, S. (2004). Circles of Brotherhood Breaking the Link between Loneliness Limited. Haifa: Achva. (In Hebrew) [23] Sharan, S., Shahar, H., & Levine, T. (1998). The Innovative School Organization and Teaching. Tel Aviv: Ramot. (In Hebrew) [24] Timor, Z. (2004). But Not Physical Integration Curriculum? Research Staff Perceptions of Educational Curriculum for Students with Learning Disabilities in Regular Classes Secondary School in Tel Aviv. Issues in Special Education and Rehabilitation, 19, 5-16. (In Hebrew) [25] Yisraeli, T. (2008). Relationship between Alternative Assessment through Research Projects, and the Motivation and Achievement in Science Education in Elementary Schools Religious State. Master’s Thesis, Tel Aviv: Bar Ilan University. (In Hebrew) [26] Zamir, P. (1998). Affective Variables in Learning: The Case of Math Anxiety. In I. Satue, & T. Tirosh (Eds.), Theory and Practice in Mathematics, Science and Technology (pp. 167-193). Tel Aviv: Ramot. (In Hebrew)
[1] Agran, M., & Wehmeyer, M. (1999). Teaching Problem Solving to Students with Mental Retardation. Innovations, 15, 1-30. [2] Barkai, R., & Zamir, P. (2005). Using Mathematics Errors: Theory and Practice. Tel Aviv: Ramot. (In Hebrew) [3] Bishara, S. (2005). Characteristics of the School and Improved Learning Achievements in the Areas of Basic Reading Comprehension and Mathematics of Students in Special Education in the Jewish and Arab. Ph.D. Thesis, Ramat Gan: School of Education, Bar Ilan University. (In Hebrew) [4] Bourke, S. (2007). Abnormalities and Prejudice: The History of Special Education in the World. Tel Aviv: YaronGulan. (In Hebrew) [5] Chen, D. (2007). Using Errors as a Lever for Improving Student Learning and Deepen Mathematical Knowledge. Mathematics Teachers’ Bulletin, 37, 81-93. (In Hebrew) [6] Cohen, A., & Lazer, I. (2004). Teachers’ Attitudes toward Integration of Students by Category and Severity Exceptional Skills and Approaches for Dealing with These Students That Combines Classroom. Issues in Special Education and Rehabilitation, 19, 95-109. (In Hebrew) [7] Eylon, B., & Linn, M. C. (1988). Learning and Instruction: An Examination of Four Research Perspectives in Science Education. Review of Education Research, 58, 251-301.
http://dx.doi.org/10.3102/00346543058003251 [8] Fischbein, E. (1997). Intuition in Science and Mathematics: An Educational Approach. Dordrecht: Reidel. [9] Gabish, B., & Shimoni, S. (2006). Perceptions of Teachers, including the Integration of Students with Special Needs Orientations. Issues in Special Education and Rehabilitation, 21, 35-54. (In Hebrew) [10] Geary, D. C. (2010). Teaching Algebra to Students with Learning Disabilities. Journal of Learning Disabilities, 46, 31-37. [11] Ginsburg, H. P. (2006). Mathematics Learning Disabilities: A View from Developmental Psychology. Journal of Learning Disabilities, 40, 151-169. [12] Ginsburg, H. P. (2009). Mathematics Disabilities: An Underestimated Topic? Journal of Psychoeducational Assessment, 27, 171-174.
http://dx.doi.org/10.1177/0734282908330577 [13] Globman, R., & Harrison, J. (1994). Active Learning—A Heterogeneous Approach to Teaching. In Y. Rich, & R. Ben-Ari (Eds.), Heterogeneous Classroom Teaching Methods (pp. 55-97). Even Yehuda: Reiches. (In Hebrew) [14] Heiman, T., & Olenik-Shemesh, T. (2004). Teachers Dealing with Aspects of Integrating Students with Special Needs. In G. Rozental (Ed.), Teachers in a Changing World Trends and Challenges (pp. 131-156). Ra’anana: The Open University. (In Hebrew) [15] Hotzler, I., Jacob, T., Almosni, I., & Bergman, A. (2001). Guide for Integrating Children with Physical Disabilities in the School and in the Community. Tel Aviv: MOFET Institute. (In Hebrew) [16] Kashti, Y., Arieli, M., & Shlansky, S. (1997). Lexicon of Education and Teaching. Tel Aviv: Ramot, Tel Aviv University. (In Hebrew) [17] Klein, A. (2008). It Is Heaven or Hell: Gender and Reflection in Society and Education. Tel Aviv: Kvanim. (In Hebrew) [18] Lewis, R. (1983). Teaching Special Student in the Mainstreaming. Columbus, OH: C. Emerriall. [19] Margalit, M. (2003). Resilience Model among Individuals with Learning Disabilities: Proximal and Distal Influences. Learning Disabilities Research & Practice, 18, 82-86.
http://dx.doi.org/10.1111/1540-5826.00062 [20] Montague, M. (2010). Cognitive Strategy Instruction in Mathematics for Students with Learning Disabilities. Journal of Learning Disabilities, 46, 13-21. [21] Plotnik, R. (2008). Grow Differently. Holon: Yesod. [22] Reiter, S. (2004). Circles of Brotherhood Breaking the Link between Loneliness Limited. Haifa: Achva. (In Hebrew) [23] Sharan, S., Shahar, H., & Levine, T. (1998). The Innovative School Organization and Teaching. Tel Aviv: Ramot. (In Hebrew) [24] Timor, Z. (2004). But Not Physical Integration Curriculum? Research Staff Perceptions of Educational Curriculum for Students with Learning Disabilities in Regular Classes Secondary School in Tel Aviv. Issues in Special Education and Rehabilitation, 19, 5-16. (In Hebrew) [25] Yisraeli, T. (2008). Relationship between Alternative Assessment through Research Projects, and the Motivation and Achievement in Science Education in Elementary Schools Religious State. Master’s Thesis, Tel Aviv: Bar Ilan University. (In Hebrew) [26] Zamir, P. (1998). Affective Variables in Learning: The Case of Math Anxiety. In I. Satue, & T. Tirosh (Eds.), Theory and Practice in Mathematics, Science and Technology (pp. 167-193). Tel Aviv: Ramot. (In Hebrew)