Abstract
The teaching strategies teachers use in the classroom and in teaching the children with learning problems, with special reference to mathematics instruction and the criteria for identifying children with learning problems were explored. For this purpose a sample of 12 schools in Mumbai was used. Ten children from Grade IV were identified from each school, five with learning problems (teacher identified) and five without problems (randomly selected from the attendance register). Observations through videotaping the teacher’s interactions with children especially with those the teacher identified as having learning problems were done. The learning problems were also checked with the help of Behavioral Checklist for Screening Learning Disabilities and Diagnostic Test for Learning Disabilities and interview of teachers. Results indicated that that both the tests as well as teachers emerged as fair predictors of the problem. The implications of the findings for teacher training needs with reference to handling learning problems in the classroom have been drawn.
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Konantambigi, R.M., Nandini, R. Teaching strategies in mathematics for children in the normal classrooms: A qualitative analysis. Psychol Stud 54, 226–237 (2009). https://doi.org/10.1007/s12646-009-0029-y
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DOI: https://doi.org/10.1007/s12646-009-0029-y