Developing Teacher Competencies Through Videos for Facilitation of Mathematical Modelling in Singapore Primary Schools

The results of researches on distance teaching from the teacher’s aspect during the state of emergency are presented in this paper, there are the teachers of primary schools, from the territory of Vojvodina (Serbia). The aim is to answer questions about how the respondents assess competencies for distance learning, job satisfaction, and how demanding are the different teaching platforms. The sample consisted of 574 teachers. The questionnaire The teacher’s and educator’s thoughts and experiences on distance teaching during the state of emergency was used. The questionnaire was distributed online. The data was collected from April 2020 until the end of the school year. Respondents assess that they have technical and IT competencies, acquired in informal education and that they need further education. Distance teaching is a professional challenge and is stressful, and the vast majority of respondents prefer regular teaching. The stress level is higher, more work, student engagement, and clarity of expectations from teachers are reduced. Respondents most often used already known communication channels during distance teaching: mail and Viber.

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ANALISIS KOMPETENSI GURU PENDIDIKAN JASMANI OLAHRAGA DAN KESEHATAN DI SEKOLAH DASAR INKLUSIF

TRIHAYU: Jurnal Pendidikan Ke-SD-an ◽

10.30738/trihayu.v5i2.4926 ◽

2019 ◽

Vol 5 (2) ◽

Author(s):

Abdul Rahim ◽

Endang Hangestiningsih ◽

Taryatman Taryatman

Keyword(s):

Physical Education ◽

Learning Outcomes ◽

Primary Schools ◽

Professional Competence ◽

Basic Needs ◽

Physical Education Teachers ◽

Teacher Competencies ◽

Assessment Of Learning ◽

Professional Teacher ◽

The City

This study aims to describe and find the needs of physical education teachers in inclusive primary schools in the city of Yogyakarta. The scope of this research is the competency of physical education teachers in terms of; 1) pedagogik competence, 2) professional competence, 3) personality competence, 4) sosial competence. The results showed that 1) the pedagogik competence of teachers in SD A, B, and C was very good, 2) Professional teacher competencies were still lacking especially in planning and assessment of learning outcomes in inclusive classes, 3) The personality competencies of the teachers showed good results, 4) The sosial competencies of the teachers in SD, A, B and C also show very good. This means that the basic needs of physical education teachers are professional competence.

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Exemplifying a Model-Eliciting Task for Primary School Pupils

Southeast Asian Mathematics Education Journal ◽

10.46517/seamej.v1i1.11 ◽

2011 ◽

Vol 1 (1) ◽

pp. 65-74

Author(s):

Chan Chun Ming Eric ◽

Wanty Widjaja ◽

Ng Kit Ee Dawn

Keyword(s):

Education Research ◽

Mathematics Education ◽

Mathematical Modelling ◽

Primary School ◽

Real World ◽

Primary Schools ◽

Mathematics Classroom ◽

Mathematics Education Research ◽

Primary School Pupils ◽

Real World Problems

Mathematical modelling is a field that is gaining prominence recently in mathematics education research and has generated interests in schools as well. In Singapore, modelling and applications are included as process components inrevised 2007 curriculum document (MOE, 2007) as keeping to reform efforts. InIndonesia, efforts to place stronger emphasis on connecting school mathematicswith real-world contexts and applications have started in Indonesian primary schools with the Pendidikan Realistik Matematik Indonesia (PMRI) movement a decade ago (Sembiring, Hoogland, Dolk, 2010). Amidst others, modelling activities are gradually introduced in Singapore and Indonesian schools to demonstrate the relevance of school mathematics with real-world problems. However, in order for it to find a place in the mathematics classroom, there is aneed for teacher-practitioners to know what mathematical modelling and what amodelling task is. This paper sets out to exemplify a model-eliciting task that has been designed and used in both a Singapore and Indonesian mathematicsclassroom. Mathematical modelling, the features of a model-eliciting task, and its potential and advice on implementation are discussed.

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Mathematical modelling of metabolism

Current Opinion in Plant Biology ◽

10.1016/s1369-5266(00)00072-8 ◽

2000 ◽

Vol 3 (3) ◽

pp. 249-253 ◽

Cited By ~ 31

Author(s):

C Giersch

Keyword(s):

Mathematical Modelling

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Time-Based Prospective Memory in Schoolchildren

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000053 ◽

2011 ◽

Vol 219 (2) ◽

pp. 92-99 ◽

Cited By ~ 15

Author(s):

Babett Voigt ◽

Ingo Aberle ◽

Judith Schönfeld ◽

Matthias Kliegel

Keyword(s):

Primary School ◽

Prospective Memory ◽

Age Differences ◽

Memory Retrieval ◽

Primary Schools ◽

School Age Children ◽

School Age ◽

Older Children ◽

Strategic Monitoring ◽

Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

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