Perceptual burdens in learning mathematics

Teachers use a number of instructional strategies that depend upon physical and pictorial devices. The accumulated experiences of generations of teachers and research evidence concerning children's learning indicate the wisdom of using physical embodiments of mathematical ideas as a base for teaching.

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The Effects of Situational Teaching on Preschool Children’s Originality Development

RA Journal Of Applied Research ◽

10.47191/rajar/v8i1.03 ◽

2022 ◽

Vol 08 (01) ◽

Author(s):

Li-Yuan Cheng ◽

Keyword(s):

Physical Education ◽

Instructional Strategies ◽

Preschool Education ◽

Critical Stage ◽

Learning Abilities ◽

Children’S Learning ◽

Situational Learning ◽

Learning Development ◽

Children's Learning

Preschool education is a critical stage in a child's life. Several studies have confirmed that the pivotal moment for the development of creativity is between the ages of three and five. Through cultivation, training, and learning development ability, preschool children's creativity can be amplified through the presence of nature and the imagination of instructional strategies. The purpose of this research is to look into the effect of situational learning in physical education on preschool children's creativity. This study's methodology begins with a pre-test of the child's creativity performance, followed by a six-week program of situational physical learning lessons. The data is compared to show how children's learning abilities have changed and how effective situational learning training has been in increasing creativity.

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Not Just for Boys: Good Pedagogy is Good for All

in education ◽

10.37119/ojs2014.v20i1.114 ◽

2014 ◽

Vol 20 (1) ◽

pp. 40-56

Author(s):

Scott Hughes

Keyword(s):

Instructional Strategies ◽

Role Model ◽

Children’S Learning ◽

Gender Education ◽

Conceptual Paper ◽

Good For ◽

Ways Of Being ◽

Children's Learning

This conceptual paper examines the education of boys through the filter of pedagogy and goodness. In this paper, I posit a distinction between instructional strategies (the toolkit of practical activities and strategies used to support children’s learning) and pedagogy (the relational and practical response to the needs of children in the lived moments of teaching). Through a discussion of the role model hypothesis, which posits that like-gender teachers are good for like-gender students, I argue that it is not only a teacher’s gender but also a teacher's non-gendered human qualities such as fairness and kindness that are most relevant to students’ learning. This paper concludes with discussion on strength and masculinity as being multi-dimensional constructs, and considers the notion of good pedagogy, which endeavours to place a multiplicity of all boys’ and all girls’ ways of being at the centre of practical and pedagogical thinking in order that they may flourish fully at school and in learning.Keywords: gender; education of boys; pedagogy; goodness; role model

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Instrumental teachers’ instructional strategies for facilitating children’s learning of expressive music performance: An exploratory study

International Journal of Music Education ◽

10.1177/0255761416643850 ◽

2016 ◽

Vol 35 (1) ◽

pp. 118-135 ◽

Cited By ~ 5

Author(s):

Henrique Meissner

Keyword(s):

Action Research ◽

Instructional Strategies ◽

Exploratory Study ◽

Music Performance ◽

Action Research Project ◽

Research Project ◽

Children’S Learning ◽

Expressive Performance ◽

Children's Learning ◽

Musical Character

This article presents findings from an action research project that investigated instrumental teachers’ strategies for facilitating children’s learning of expressive music performance. Nine teachers and 14 pupils (aged 9–15) participated in this project, which consisted of 10 weeks of teaching. At the beginning and end of this period pupils’ concerts were held and performances were audio-recorded. Participating teachers used various strategies for improving students’ expressive performance: teacher’s enquiry, discussion, explanation of expressive devices, gestures and movements, singing, imagery, modelling, “projected performance” and listening to own recordings. According to teachers these strategies had been useful in lessons. However, analysis of assessments of students’ performances did not show a significant improvement. Four out of five pupils who did improve their expressiveness were taught by teachers who used enquiry and discussion of musical character and instruction about modifying expressive devices. This project influenced the practice of participating tutors as they focused more on teaching expressive performance.

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