scholarly journals Using multiple metaphors and multimodalities as a semiotic resource when teaching year 2 students computational strategies

2017 ◽  
Vol 30 (4) ◽  
pp. 383-406 ◽  
Author(s):  
Paula Mildenhall ◽  
Barbara Sherriff
Keyword(s):  
Primary School ◽  
Professional Learning ◽  
Mathematics Instruction ◽  
School Teacher ◽  
Learning Experiences ◽  
Primary School Teacher ◽  
Teaching Mathematics ◽  
Multimodal Learning ◽  
Video Case Study

Abstract Recent research indicates that using multimodal learning experiences can be effective in teaching mathematics. Using a social semiotic lens within a participationist framework, this paper reports on a professional learning collaboration with a primary school teacher designed to explore the use of metaphors and modalities in mathematics instruction. This video case study was conducted in a year 2 classroom over two terms, with the focus on building children’s understanding of computational strategies. The findings revealed that the teacher was able to successfully plan both multimodal and multiple metaphor learning experiences that acted as semiotic resources to support the children’s understanding of abstract mathematics. The study also led to implications for teaching when using multiple metaphors and multimodalities.

The Story of Mariya and Yozefu: A Case Study from Bunyoro, Uganda

Africa ◽  
1964 ◽  
Vol 34 (2) ◽  
pp. 105-115
Author(s):  
J. H. M. Beattie
Keyword(s):  
Primary School ◽  
Rural Community ◽  
School Teacher ◽  
Primary School Teacher ◽  
Middle Aged ◽  
Untimely Death ◽  
The Everyday ◽  
Opening Paragraph ◽  
Village Life

Opening ParagraphThe following text was the last to be recorded by my Nyoro assistant, Mr. Perezi Mpuru, before his sudden and untimely death in July 1953. I present a full translation of it here because I believe that as well as providing an illuminating picture of some aspects of Nyoro village life, it also vividly illustrates some of the ways in which participation in a new and wider social and economic world can affect the everyday lives of members of an African rural community. The story was told to my assistant over a period of two or three days by a middle-aged man, Yowana, who had been a primary school-teacher. As well as bringing up his own son and daughter, Eriya and Mariya, Yowana had also brought up another boy, Yozefu, who was the son of neighbours who had died, although he still had relatives living some miles away.

scholarly journals ORGANIZATION OF LESSONS IN PRIMARY SCHOOL USING THE METHOD OF CASE STUDY

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Larysa Vozniak ◽  
Keyword(s):  
Primary School ◽  
Teaching Methods ◽  
Primary Schools ◽  
School Teacher ◽  
Approaches To Learning ◽  
Educational Process ◽  
Primary School Teacher ◽  
Primary School Teachers ◽  
High Level

Case study is one of the active approaches to learning, which is considered a more effective way to develop professional skills and achieve learning outcomes than traditional teaching methods. However interactive teaching methods require more responsibility, innovation of the primary school teacher and involvement of students in the educational process. The article examines the problem of introducing into the practice of primary school teachers the method of studying situations (case study) as a promising method of forming an educated, creative personality. The expediency of using case-based technologies for the formation of vital competence junior student, improving the quality of education in primary schools. Case study is considered by specialists as a method of interactive learning that provides a combination of theory with practice and knowledge with competencies. This method allows to implement the learning process in primary school on fundamentally different methodological approaches. Features, types, forms and other methodical characteristics of cases are considered, the structure of lessons in elementary school with use of a case method is described. The problems of introduction of the method in the educational process of primary school are also described. It is characterized by the means of the teacher's work in the context of the use of case-methods in more educated students. It was found solutions such research tasks as – understanding of the case as a multi-functional technologies; – characterization of educational opportunities Case technology; Studying of its content, the main types of structure in terms of achieving the objectives of formation of vital competence of the younger schoolboy. Тhe basic components of this technology are analyzed. It is noted that the work with cases in the classroom allows applying the theoretical knowledge to solve practical problems, helps to develop students' independent thinking, linking theory with practice. The work with cases is creative and is a determiner of the high level of teaching.

scholarly journals The time is out of joint. Teacher subjectivity during COVID-19

2021 ◽  
Author(s):  
Alessandro Ramploud ◽  
Silvia Funghi ◽  
Maria Mellone
Keyword(s):  
Distance Education ◽  
Mathematics Education ◽  
Primary School ◽  
Mathematics Teachers ◽  
Theoretical Approach ◽  
Mathematics Teacher ◽  
Teacher Practice ◽  
School Teacher ◽  
Primary School Teacher

AbstractIn this study, we address the issue of mathematics teachers' personal and professional responsiveness to changing circumstances, such as the shift in external demands made on teacher practice due to the COVID-19 pandemic. For investigating a such delicate issue, we take a theoretical approach, which is quite novel in the field of mathematics education: Lacan's psychoanalytical lens. Specifically, we will use this psychoanalytical lens to analyze a case study focusing on a primary school teacher during the first lockdown in Italy, during which school was organized exclusively in the form of distance education. The analysis of the teacher’s crisis and the strategies she adopted to overcome this crisis give some suggestions about possible directions and issues to consider for future mathematics teacher training proposals.

scholarly journals Mentoring As Component of Continuous Professional Development Program: A Case Study of Multan District

2020 ◽  
Vol 1 (2) ◽  
pp. 133-146
Author(s):  
Amna Saleem
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Student Performance ◽  
Quantitative Research ◽  
School Teacher ◽  
Development Program ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers

Becoming a primary school teacher is a challenging assignment thatrequired skills and knowledge that are necessary to impact student performance. One tactic used to support primary school teachers is to assign experienced members of their profession astheir mentors. Mentor playsa significantrole inimproving teachers'professional developmentin their teaching profession.Intend outcomes of this paper wereto investigate the effectiveness of the procedures for the mentoring which are directed and organized by the regional teacher educatorsand to see its influence on the performance and dutiesof Teachers of primary school levels (PSTs) in Punjab.The extensive research study was descriptive.This study adopted the quantitative research method and utilized two research toolsquestionnaire and mentoring visit form.Outcomes of the studyexposed that the majority of the participants have a positive approach towardsan existingmentoring program. This study also provides evidence thatdue to the mentoring activities professional development of participants is enhanced. Major suggestions for the study were that mentorsshould be well trained and change their perspective towards contestants.

scholarly journals VISUAL MODELS AS A MEANS OF TEACHING IN PRIMARY MATH’S EDUCATION: PROBLEMS OF TEACHER TRAINING

2021 ◽  
Vol 12 ◽  
pp. 193-202
Author(s):  
Maria Urban ◽  
◽  
Daina Vasilevska ◽  
Alesia Abchynets ◽  
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Primary School Teacher ◽  
Teaching Mathematics ◽  
Primary School Teachers ◽  
Visual Models ◽  
Building Models ◽  
Teaching Of Mathematics ◽  
Observation Method ◽  
Figurative Thinking

The modern teaching of mathematics relies heavily on the modeling method. At the same time, visual models are the most preferred means of teaching mathematics in primary school. Numerous scientific studies suggest methods for improving the practice of teaching mathematics using visual models. However, much less attention has been paid to the problem of preparing a primary school teacher for the use of visual models in mathematics lessons. The purpose of the study is to identify and describe the features of teachers' use of visual models in mathematics lessons, to identify the problems of preparing students for the use of visual teaching models and to propose one of the approaches to its improvement. To achieve the result, various methods were used: theoretical analysis of modern sources on the use of visual models in teaching mathematics; an observation method for identifying the features of the use of visual models by teachers in mathematics lessons, a case method for determining the attitude of future primary school teachers to the use of visual models. As a result of the research, the problems of preparing students for the use of visual models in primary teaching of mathematics are highlighted. One of the main problems of this training is the discrepancy between the verbal‐logical thinking of an adult and the visual‐ figurative thinking of a child. Therefore, when developing the ability to teach using visual models, it is important to start not with mastering the technical aspects of building models, but with understanding and accepting the value of educational modeling by students.

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