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Studies contradict the widespread "meshing hypothesis" that a student will learn best if taught in a method deemed appropriate for the student's learning style. [2] Studies further show that teachers cannot assess the learning style of their students accurately. [54] In one study, students were asked to take an inventory of their learning styles.
The general consensus of large-scale studies that compare traditional mathematics with reform mathematics is that students in both curricula learn basic skills to about the same level as measured by traditional standardized tests, but the reform mathematics students do better on tasks requiring conceptual understanding and problem solving. [3]
The CESSM de-emphasised manual arithmetic in favor of students developing their own conceptual thinking and problem solving. The PSSM presents a more balanced view, but still has the same emphases. Mathematics instruction in this style has been labeled standards-based mathematics [1] or reform mathematics. [2]
It performed better than other progressive nations in mathematics, ranking 36 out of 65 other countries. The PISA assessment examined the students’ understanding of mathematics as well as their approach to this subject and their responses. These indicated three approaches to learning. Some of the students depended mainly on memorization.
During the early part of Boaler's career, she conducted longitudinal studies of students learning mathematics through different approaches. Her first three-year study in England was published in 1997 as "Experiencing School Mathematics: Teaching Styles, Sex, and Setting". [14]
A teaching method is a set of principles and methods used by teachers to enable student learning.These strategies are determined partly by the subject matter to be taught, partly by the relative expertise of the learners, and partly by constraints caused by the learning environment. [1]