Teaching and Learning based on Learning Styles: Seeking Individual Success in Basic Education

• Autor(a) principal: Carvalho, Maria José
• Data de Publicação: 2023
• Outros Autores: Alves, José Matias, Andrade, António de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34632/investigacaoeducacional.2023.15916

To improve the learning of seventh grade students of the third cycle of Portuguese basic education in Mathematics, a study on teaching-learning was applied. Knowing the profile of the 133 students participating in the study and their motivational capacity to learn was important, enhancing their active and critical role in the construction and dissemination of knowledge. The relevance of this study focuses on the implementation, in mathematics classes, of a methodology of differentiated learning styles for students, in different moments: face-to-face and non-face teaching. We applied the VARK methodology to access information, complementing it with the CHAEA methodology for knowledge sharing. In the first methodology the aim is to improve the knowledge and skills acquired by the students, directing the classes to individual learning preferences; in the second, different moments of learning sharing are provided. The research methodology was qualitative, including data collection, direct observations, questionnaires, and student productions. Most students obtained the multimodal and multiple style, respectively VARK and CHAEA. The classes, in both modalities, included several styles at the same time, so we tried to find, for the students, ways to facilitate the approach and safe assimilation of the new contents taught, and more adjusted to their profiles; in face-to-face classes we privileged the work in dyads and individual work, in non-face teaching, we based it in small groups of students, including all learning styles. The results, 85% success rate, reflect the effort and demands placed on students, confirming a greater dedication to study and increased interest in learning.