The findings of the study illustrated that the existence of learning types represented by students in the origami-based lessons differentiated based on the teachers’ levels of constructivist-based teaching.
📌 3 Key Takeaways
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Objective & Hypothesis:In the case study, the occurrence of student learning types in the origami-based mathematics classrooms was investigated based on teachers’ teaching.
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Key Findings & Data:In the quantitative part of the study, the teaching of middle school mathematics teachers (MSMT) were observed to compare the different learning types based on their levels of constructivist-based teaching performances.
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Conclusion & Impact:The findings of the study illustrated that the existence of learning types represented by students in the origami-based lessons differentiated based on the teachers’ levels of constructivist-based teaching.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:constructivist-based teaching · learning types · middle school mathematics teachers
Özet
In the case study, the occurrence of student learning types in the origami-based mathematics classrooms was investigated based on teachers’ teaching. In the quantitative part of the study, the teaching of middle school mathematics teachers (MSMT) were observed to compare the different learning types based on their levels of constructivist-based teaching performances. Qualitative data were collected through interviews, observations, and field notes in origami-based mathematics lessons and then analyzed. The findings of the study illustrated that the existence of learning types represented by students in the origami-based lessons differentiated based on the teachers’ levels of constructivist-based teaching.
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