Active and Traditional Teaching of Mathematics in Special Education

DOI: 10.4236/ce.2015.622238   PDF   HTML   XML   2,292 Downloads   3,267 Views   Citations


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.

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Bishara, S. (2015) Active and Traditional Teaching of Mathematics in Special Education. Creative Education, 6, 2313-2324. doi: 10.4236/ce.2015.622238.

Conflicts of Interest

The authors declare no conflicts of interest.


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