An urban education study: Implementing problem-solving strategies in mathematics as a function of teacher's learning styles.

摘要

This qualitative research was designed to ascertain the impact of teachers' learning styles on an active teaching program. Using grounded theory procedures, the researcher explored the second-year implementation of Moretti and associates' Problem Solver Program by 67 second- through fifth-grade teachers in order to gain information on the major research question: How effective are teachers with different learning styles in implementing problem-solving strategies in mathematics that require an active teaching style? Three Concerns Based Adoption Model (CBAM) instruments were used in this study. Two quantitative instruments were used: The Stages of Concern (CBAM) to determine the degree of program implementation and the Gregorc Style Delineator to determine the teachers' learning styles. Other instruments used to gather information during the interviews and observations were the Innovation Configurations Checklist (CBAM), the Levels of Use (CBAM), and the Classroom Observation Checklist. The data showed that the ordering dimensions of the teachers' learning styles divided them into three distinct groups: sequential, random, and mixed. Data analysis revealed that the random-ordering group implemented The Problem Solver Program more effectively than did the sequential or mixed-ordering groups of teachers. These findings indicate a clear association between a teacher's learning style and the degree of success with which the Problem Solver Program is implemented. The most significant implication from this study is that active teaching and learning programs will only become institutionalized to the extent to which the concerns of the teachers are met.