Free but inaccessible primary education: A critique of the pedagogy of English and Mathematics in Lesotho

2008 ◽  
Vol 28 (5) ◽  
pp. 612-621 ◽  
Author(s):  
Francina Moloi ◽  
Nomusic Morobe ◽  
James Urwick
Keyword(s):  
Primary Education ◽  
And Mathematics

scholarly journals INTEGRATION BETWEEN MOTHER TONGUE AND MATHEMATICS IN PRIMARY EDUCATION.

2019 ◽  
Vol 77 (09) ◽  
pp. 310-312
Author(s):  
Nargiza Raximjonovna G’oyibnazarova ◽  
Keyword(s):  
Primary Education ◽  
Mother Tongue ◽  
And Mathematics

scholarly journals The School Career of Children With Hearing Loss in Different Primary Educational Settings—A Large Longitudinal Nationwide Study

2021 ◽  
Author(s):  
Tirza F K van der Straaten ◽  
Jeroen J Briaire ◽  
Evelien Dirks ◽  
Wim Soede ◽  
Carolien Rieffe ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Secondary Education ◽  
Cochlear Implants ◽  
Primary Education ◽  
Hearing Aids ◽  
Educational Achievement ◽  
School Career ◽  
Language And Mathematics ◽  
Children With Hearing Loss ◽  
And Mathematics

Abstract Children with hearing loss (HL) are at risk for a lower educational achievement. This longitudinal study compared the school career of a nationwide Dutch cohort with and without HL based on descriptive data of the governmental authority Statistics Netherlands. From 2008 to 2018, 3,367,129 children, of whom 1,193 used cochlear implants (CIs) and 8,874 used hearing aids (HAs), were attending primary and/or secondary education. Sixty-one percent of children with HL attended mainstream and 31% special primary education. Compared to mainstreamed pupils without HL, mainstreamed pupils with HL achieved lower levels for language and mathematics in primary education but eventually attended comparable types of secondary education. Children with HL attending special primary education attained lower types of secondary education compared to mainstreamed peers with and without HL. These findings suggest that future educational (and as a result professional) attainment of a child with HL depends on the type of primary educational setting.

scholarly journals La transposición didáctica de contenidos de Lengua Castellana y Literatura y Matemáticas desde la perspectiva de los maestros en formación de Educación Primaria / The Didactic Transposition of Contents of Castilian Language and Literature and Mathematics from the perspective of Primary trainee teachers: the Case of Taboo words and Euphemisms and Percentages

2019 ◽  
Vol 6 (4) ◽  
pp. 259-274
Author(s):  
Elisabeth Melguizo-Moreno ◽  
José Antonio Fernández-Plaza
Keyword(s):  
Data Collection ◽  
Primary Education ◽  
Trainee Teachers ◽  
Didactic Transposition ◽  
Curricular Framework ◽  
Language And Literature ◽  
Taboo Words ◽  
And Mathematics ◽  
Educación Primaria ◽  
The University

ABSTRACTThis paper describes the process of didactic transposition carried out by two groups of second and third year students of the Degree in Primary Education of the University of Granada. Specifically, it analyzes the trainee teachers’ performance in curricular placement of the lessons of two textbooks in the 6th year of Primary Education corresponding to the areas of Castilian Language and Literature and Mathematics and from different Publishers: "Taboo words and euphemisms" and "Percentages", respectively. For each topic considered, the data collection is done through a questionnaire based on the current curricular framework (LOMCE).RESUMENEn este trabajo se describe el proceso de transposición didáctica que realizan dos grupos de estudiantes de segundo y tercer curso del Grado de Maestro en Educación Primaria de la Universidad de Granada. Concretamente, se analiza el desempeño que manifiestan los futuros docentes para ubicar curricularmente lecciones de dos libros de texto de 6º curso de Educación Primaria correspondientes a las áreas de Lengua Castellana y Literatura y Matemáticas y de editoriales diferentes: “Palabras tabú y eufemismos” y “Porcentajes”, respectivamente. Para cada tópico considerado, la recogida de datos se realiza mediante un cuestionario basado en el marco curricular vigente (LOMCE).

scholarly journals An Exploratory Analysis of the Implementation and Use of an Intelligent Platform for Learning in Primary Education

2020 ◽  
Vol 10 (3) ◽  
pp. 983 ◽  
Author(s):  
Natalia Lara Nieto-Márquez ◽  
Alejandro Baldominos ◽  
Alejandro Cardeña Martínez ◽  
Miguel Ángel Pérez Nieto
Keyword(s):  
Primary Education ◽  
Cognitive Skills ◽  
Descriptive Analysis ◽  
Multiplayer Games ◽  
Future Directions ◽  
Visual Spatial ◽  
Science Technology ◽  
Digital Material ◽  
Pedagogical Models ◽  
And Mathematics

Smile and Learn is an intelligent platform with more than 4500 educational activities for children aged 3–12. The digital material developed covers all courses of primary education and most of the subjects with the different topic-related worlds with activities in the field of logics and mathematics, science, linguistics and tales, visual-spatial and cognitive skills, emotional intelligence, arts, and multiplayer games. This kind of material supports active learning and new pedagogical models for teachers to use in their lessons. The purpose of this paper is to explore the usage of the platform in three pilot groups schools from different regions of Spain, outlining future directions in the design of such digital materials. Usage is assessed via descriptive analysis and variance analysis, with data collected from users interacting with the intelligent platform. The results show a high use of STEM (Science, Technology, Engineering and Maths) activities among all the activities that could be chosen. Cross-curricular activities are also used. Continuation in the development of such materials is concluded necessary, focusing integration of different fields, accentuating games over quizzes, and the value of teacher training for improving their use in schools.

scholarly journals CROSS-DISCIPLINARY INTEGRATION – AN EFFECTIVE MEANS OF IMPROVING QUALITY OF PREPARATION FOR PRIMARY EDUCATION PROFESSIONALS

2020 ◽  
pp. 145-150
Author(s):  
Inna I. Mel’nikova ◽  
Svetlana S. Yelifant’yeva
Keyword(s):  
Primary Education ◽  
Professional Education ◽  
Primary Schools ◽  
Effective Means ◽  
Russian Language ◽  
Education Professionals ◽  
Subject Areas ◽  
Disciplinary Integration ◽  
And Mathematics ◽  
University Lecturers

The article focuses on the tools and methods of cross-disciplinary integration as a part of the professional education of primary schools teachers. According to the Federal Standards of High Education, primary school teachers must be able to ensure students’ progress in nine or ten subjects, which requires expertise in several non-closely connected subject areas. Currently each of these areas is studied separately, while reasonable integration would allow for more systematic knowledge. University lecturers and professors normally prefer to merge the subject areas with the methods of teaching these subjects, but rarely use the existing tools for exploring connections between science and humanities. Cross-disciplinary tasks are the most effective tool of such exploration. Hence, in this article the authors provide the defi nition of the cross-disciplinary tasks, its goals and purposes, methodological requirements for such tasks, and analyse their own experience of implementation such tasks in a university setting. The article provides examples of cross-disciplinary tasks the authors used in their Russian language and Mathematics courses, taught in 2018-2019 academic year in Ushinsky Yaroslavl State Pedagogic University. The tasks are applicable while studying the following topics – Theory of Sets, Theory of Combinations, Mathematical Logics, Algebra, as well as Phonetics, Phonology and Calligraphy. The authors found that the implementation of the tasks increased students’ motivation and helped establish connection between the two disciplines, while also enhancing the understanding of both subject areas. Based in these results, authors propose using such tasks as a form of the fi nal examination for the academic module «Subject Areas and Methods of Teaching» at higher education institutions offering degrees in Primary Education degrees.

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