A New Methodical Treatment for Math Teaching and its Effect on Math Learning

Authors

  • Svjetllana Kërënxhi University of Elbasan, Albania Faculty of Natural Sciences, Department of Mathematics
  • Pranvera Gjoci University of Elbasan, Albania Faculty of Education Science, Department of Methodology of Teaching

Abstract

In Albania during recent years, has been seen an increase in the attention of teachers to deepen scientific, pedagogical and methodical knowledge. Teachers have all the ways open to further training. Qualifications are designed to enable teachers in the possession and application of psycho-pedagogical knowledge. Relying on this knowledge teachers create the opportunity to review critically the personal experience of teaching and to enrich it with new ideas and didactic experiences. Also, this gives them support of creating opportunities to teachers to analyze the methods and ways of learning, assess performance gaps to understand, and most important issue even to find the right way to overcome the real difficulties that may occur during the teaching. In this context our model of dual treatments is a new experience for the teachers. We introduced the dual treatments with the teachers of elementary education, who studied for professional qualification in “Aleksandër Xhuvani” University of Elbasan, Albania during the year 2011-2012. There were included in the study 113 teachers from 487 participants. The study showed that the introduction of teachers with the model of dual treatments raised the scale of self-esteem of teachers for a better implementation of dual treatments in teaching of mathematics. The study showed also that there exists significant relation between six grades teachers’ seniority and their dual treatments abilities.

DOI: 10.5901/jesr.2013.v3n7p662

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Published

2013-09-30

How to Cite

Kërënxhi, S., & Gjoci, P. (2013). A New Methodical Treatment for Math Teaching and its Effect on Math Learning. Journal of Educational and Social Research, 3(7), 662. Retrieved from https://www.richtmann.org/journal/index.php/jesr/article/view/1020