Learning Styles and Intelligences ofthe Mathematically Under-PreparedCollege Entrants in Silliman University 6
By: 4 0 16 [, ] | [, ] |
Contributor(s): Silliman Journal. 50 (2) : July - December 2009. pp.61 5 6 [] |
Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 46Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- MATHEMATICS TEACHING -- PROBLEM-POSING METHOD -- -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:| Item type | Current location | Home library | Collection | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|---|
| Book | PLM | PLM Periodicals Section | Periodicals | H99.Al4.2009 (Browse shelf) | Available | PER 1567C |
ABSTRACT : This study was conducted to primarily find out the preferred learning style and dominant intelligence of mathematically under-prepared students or those taking the Math 1 (Pre-College Algebra) subject. In order to have a frame of reference, a parallel survey was conducted with the regular College Algebra (or Math 11) students using the same instrument. Seven sections of both Pre-College Algebra and College Algebra students were taken as respondents for the study. Results reveal that among the four general learning styles, both Math 1 and Math 11 students preferred sensual thinking (mastery style). However, they differ significantly on the intuitive thinking (understanding style) as Math 11 students are more inclined to this style than the Math 1 students. For the dominant type of intelligence, Math 1 students were more into Interpersonal Intelligence alone, while for Math 11 students, Musical as well as Interpersonal Intelligences. It is recommended that teachers apply excitement factor in their activities such that interaction occurs among students, use is made of their senses, and practical application is realized in what they are doing. At the same time, these activities should not only allow physical participation but also entail mental stimulation. 56
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