Andere Kunden interessierten sich auch für
![Teachers' performance Appraisal Practice and Problems]( "Teachers' performance Appraisal Practice and Problems")
Teachers' performance Appraisal Practice and Problems36,99 €![Zimbabwean Teachers' Perspectives on the History Subject Panels]( "Zimbabwean Teachers' Perspectives on the History Subject Panels")
Zimbabwean Teachers' Perspectives on the History Subject Panels50,99 €![Strengths and Weaknesses of Teachers' Training Program in Bangladesh]( "Strengths and Weaknesses of Teachers' Training Program in Bangladesh")
Strengths and Weaknesses of Teachers' Training Program in Bangladesh26,99 €![Teachers' Wait-time Practices in EFL Classroom Discourse]( "Teachers' Wait-time Practices in EFL Classroom Discourse")
Teachers' Wait-time Practices in EFL Classroom Discourse32,99 €![Netiquette of Email Using: Jordanian English Teachers' Perceptions]( "Netiquette of Email Using: Jordanian English Teachers' Perceptions")
Netiquette of Email Using: Jordanian English Teachers' Perceptions36,99 €![College Presidents'' Leadership Styles]( "College Presidents'' Leadership Styles")
College Presidents'' Leadership Styles44,99 €![Developing A Learning Styles - Based Instructional Design]( "Developing A Learning Styles - Based Instructional Design")
Developing A Learning Styles - Based Instructional Design46,99 €
This book discusses teachers interaction styles and their influence on secondary school students attitude and achievement in mathematics. It discusses how interaction styles, the school support structure, family, and students attitude towards school affect the attitudes towards mathematics. Drawing from Bauerfeld's interactive theory of learning, the author: establishes the type of teacher interaction styles used in teaching mathematics in secondary schools; discusses the effects of employing direct and indirect teacher interaction styles; and determines the role of gender and students attitudes towards mathematics and teachers in relation to performance. She posits that although both direct and indirect teacher interaction styles are used in teaching mathematics in secondary schools, indirect interaction styles result in; greater student achievement, positive attitude towards the subject and the teacher. She recommends that indirect interaction styles should be employed in the teaching and learning of mathematics for better performance. The book is recommended to educationists, education planners and quality assurance officers in the education sector.