An examination of the relationships between teaching and learning styles, and the number sense and problem solving ability of Year 7 students

Independent studies of teaching for number sense and problem solving have revealed that teaching for either of them separately poses a great challenge for the teacher. Yet research focusing on the relationship between number sense and problem solving was virtually non-existent, although the relationship between students' number ·sense and problem solving ability was becoming more and more evident through various modes and endeavours. This study sought to explore what sort of relationships exist between students' number sense and their problem solving ability, and the contribution of the teacher's teaching style and the students' learning style towards students' performance in these two respective areas.

Grantor dc:publisher

Edith Cowan University, Research Online, Perth, Western Australia

Year dc:date

2007

Author dc:creator

• Louange, Jemmy E.

• Number concept
• Study and teaching
• Primary
• Problem solving in children
• Mathematics
• Primary school teaching
• Learning
• Psychology of.
• Educational Assessment, Evaluation, and Research

Repository record dc:identifier

https://ro.ecu.edu.au/theses/306

OAI identifier oai:identifier

oai:ro.ecu.edu.au:theses-1306