scholarly journals Pre-service versus in-service mathematics teachers’ opinions of mathematics reform in post-primary schools in Ireland

2018 ◽  
Vol 37 (4) ◽  
pp. 431-452
Author(s):  
Eabhnat Ní Fhloinn ◽  
Brien C. Nolan ◽  
Giulio Hoehne Candido ◽  
Shannon M. Guerrero
Keyword(s):  
Mathematics Teachers ◽  
Primary Schools ◽  
Mathematics Reform

scholarly journals Exploring Teachers' Views on Code-Switching as a Communicative Technique to Enhance the Teaching of Mathematics in Grade 4

2021 ◽  
Vol 7 (4) ◽  
pp. 637-6478
Author(s):  
Ailwei Solomon ◽  
Sizwe Blessing
Keyword(s):  
South Africa ◽  
Mathematics Teachers ◽  
Social Constructivism ◽  
Primary Schools ◽  
Single Case ◽  
Sampling Technique ◽  
Further Education ◽  
Code Switching ◽  
Structured Interviews ◽  
Learning And Teaching

<p style="text-align: justify;">The teaching and learning of mathematics in South Africa are conducted through the authorised Language of Learning and Teaching (LoLT). South Africa has eleven official languages, and English is a Language of Learning and Teaching (LoLT) from the Intermediate and Further Education and Training (FET) Phase. This study explores teachers' views on code-switching as a communicative technique to enhance teaching mathematics in Grade 4 in selected primary schools in South Africa. This qualitative single case study employed the interpretivist paradigm and social constructivism theory. A convenient purposive sampling technique was used to sample six grade 4 mathematics teachers from three primary schools in the Alexandra township in South Africa. Researchers collected data through the use of semi-structured interviews, which were later analysed and discussed using themes. Findings indicate that teachers often code-switch from LoLT (English First Additional Language) into Home Language (H.L.) to enhance learners' understanding of the mathematics concepts. Researchers suggested the integration of code-switching into the curriculum policy and followed by in-service training for Grade 4 mathematics teachers in code-switching.</p>

scholarly journals Exploring Grade 6 mathematics teachers' use of the language of learning and teaching in assessment for learning

2021 ◽  
Author(s):  
Sizwe B Mahlambi ◽  
Ailwei S Mawela
Keyword(s):  
South Africa ◽  
Language Proficiency ◽  
Mathematics Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Assessment For Learning ◽  
Code Switching ◽  
Home Language ◽  
Structured Interviews ◽  
Learning And Teaching

In this study, we aimed to explore Grade 6 mathematics teachers' use of English, the language of learning and teaching in assessment for learning in selected primary schools in Alexandra Township, South Africa. From Grade 4, English is the language of teaching and learning for most learners, despite English being the home language of a minority of learners. Results of studies have shown that in South Africa, in Grades 1 to 3, in which learners are taught using their home-language performance appears to be better than in Grades 4 to 6 where English as a First Additional Language (EFAL) is used for teaching and learning. Guided by qualitative case study design, we used semi-structured interviews and non-participatory observation to collect data from nine purposefully sampled Grade 6 mathematics teachers. In conjunction with the literature reviewed and the theory underpinning the study, we used themes to analyse, interpret, and discuss the data we collected. This research revealed that learners in Grade 6 struggle to understand English as the language of learning and teaching, so, to augment concept development and understanding, teachers and learners use code-switching. In the classrooms observed, this practice has become the norm to improve the performance of learners with limited language proficiency. However, because of the differences between the home language of learners and that of teachers in mathematics classrooms, code-switching is often not enough to ensure understanding.

Introducing lesson study in promoting a new mathematics curriculum in Irish post-primary schools

2014 ◽  
Vol 3 (3) ◽  
pp. 236-251 ◽  
Author(s):  
Anne Brosnan
Keyword(s):  
School Leadership ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Primary Schools ◽  
Mathematics Curriculum ◽  
Continuing Professional Development ◽  
Pilot Project ◽  
Lessons Learned ◽  
Content Type ◽  
Initial Resistance

Purpose – The purpose of this paper is to investigate and review how the practices of Lesson Study fare in enhancing the professional capabilities of mathematics teachers when introduced as part of a pilot project in reforming the post-primary mathematics curriculum in Ireland. Design/methodology/approach – Totally, 250 mathematics teachers teaching Junior and Senior Cycle mathematics in 24 post-primary schools constitute the population of this study. The schools which participated are representative of the range of all post-primary schools in Ireland. Findings – Lesson Study has an important role to play in the continuing professional development of teachers in the 24 post-primary schools and beyond in Ireland. An investigation of the maths teachers’ engagement with Lesson Study reveals some considerable initial resistance. Reasons for this resistance are examined and the lessons learned from the steps taken to deal with this are reviewed. Lesson Study is an innovation that teachers need to understand deeply and to practice regularly through mutual support if they are to avail of it fruitfully. Accordingly, further approaches need to be explored, not least the important role of school leadership, to adapt Lesson Study more fully and more productively to the professional cultures of teaching in Ireland. Originality/value – An analytic and evaluative account of the challenges and complexities involved in introducing Lesson Study to post-primary schools in Ireland is presented for the first time.

scholarly journals Assessment for Learning as a Driver for Active Learning and Learner Participation in Mathematics

2021 ◽  
Vol 7 (3) ◽  
pp. 473-485
Author(s):  
Sizwe Blessing
Keyword(s):  
Active Learning ◽  
Mathematics Teachers ◽  
Time Management ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Participant Observation ◽  
Case Study Research ◽  
Assessment For Learning ◽  
Structured Interviews ◽  
Learner Participation

<p style="text-align:justify">The article focused on the use of assessment for learning in promoting active learning and learner participation in mathematics. Assessment for learning (AfL) has been found to enhance learning and improve performance. However, teachers’ use of AfL to enhance active learning has not been clearly outlined. This study is part of the broader research study that explored mathematics teachers’ use of AfL to enhance mathematics teaching and learning in primary schools in Alexandra Township, Johannesburg. A case study research-type and a qualitative approach were used to collect data from mathematics teachers. Nine teachers were purposefully selected from whom data were collected using semi-structured interviews and non-participant observation. The findings revealed that teachers had limited pedagogical knowledge in using AfL to promote active learning in their classrooms. They failed to apply a learner-centred approach that promotes effective learner participation in mathematics classrooms. Therefore, it is recommended that teachers undergo ongoing continuous development on classroom time management and planning for the effective use of AfL.</p>

scholarly journals The role of professional practices of primary school mathematics teachers in developing the skills of creative solution to mathematical problems among their students from the point of view of specialists: دور الممارسات المهنية لمعلمي رياضيات المرحلة الابتدائية في تنمية مهارات الحل الإبداعي للمشكلات الرياضية لدى طلابهم من وجهة نظر المختصين

2021 ◽  
Vol 5 (33) ◽  
pp. 82-61
Author(s):  
Muhannad Muhammad Al-Amary Muhannad Muhammad Al-Amary
Keyword(s):  
Mathematics Teachers ◽  
Primary Schools ◽  
Point Of View ◽  
Professional Practices ◽  
Years Of Experience ◽  
Mathematics Problems ◽  
Significant Difference ◽  
Educational Supervisor ◽  
Mathematical Problems ◽  
Development Of Students

  This study aimed to identify the role played by the professional practices done by Mathematics teachers at primary schools in the development of students’ skills in solving Mathematics problems creatively from a professional point of view. In addition, the study aimed to identify any statistically significant differences in the professional practices according to some variants (job titles, years of experience, and qualifications). To achieve the objectives of the study, the researcher used the descriptive approach in surveys. A questionnaire has been designed as a tool to collect data. The questionnaire has been proved valid, reliable and practical when responded to by a sample included 80 Mathematics teachers and supervisors at Jeddah Directorate of Education (31) educational supervisors and (49) primary teachers. The questionnaire has been analyzed and statistically processed by SPSS. The research has formulated a list of professional practices done by Mathematics teachers at primary schools to develop students’ creativity skills in solving Mathematics problems, which all were of equal high importance and came in a descending order in three axes: understanding the problem, execution planning, and generating ideas. Also, the study found that there are statistically significant differences in the responses in average for the job title (educational supervisor, teacher) variant concerning the role played by Mathematics teachers at primary schools in the development of students’ skills in solving Mathematics problems creatively in all axes and in the questionnaire as whole. In addition, there is a statistically significant difference at ≥α)0.05) between the averages of responses of professionals according to the qualifications and years of experience on the role played by Mathematics teachers at primary schools in the development of students’ skills in solving Mathematics problems creatively for both the understanding problems and generating ideas axes. There are not any statistically significant differences in the execution and planning axis. Hence, the study set a model proposal for the roles to be played and practiced professionally by Mathematics teachers at primary schools to develop students’ skills in solving Mathematics problems creatively. In the light of the study, the researcher introduced a set of recommendations and suggestions.

scholarly journals Assessing Mathematics Teachers’ Knowledge in Teaching Thinking Skills

2017 ◽  
Vol 9 (1-4) ◽  
Author(s):  
Zulhelmi Zulkpli ◽  
Mohini Mohamed ◽  
Abdul Halim Abdullah
Keyword(s):  
Quantitative Study ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Minimum Level ◽  
Level Of Knowledge ◽  
Teaching Thinking ◽  
Effective Teaching And Learning

Teaching of thinking skills, paramount in effective teaching and learning of Mathematics, requires sufficiently knowledgeable teachers for its delivery. As such, it is equally important to determine the minimum level of knowledge required of the teachers, so that, the intended tasks could be carried out successfully. Thus, this quantitative study was conducted with its aim to identify the level of teachers’ knowledge in teaching thinking skills. A total of 199 Mathematics teachers were selected as the respondents in this study. The  collected data was analyzed inferentially to identify the levels of teachers’ knowledge in teaching thinking skills across school categories. The results obtained showed that, Mathematics teachers in primary schools had a relatively lower level of knowledge in teaching thinking skills, compared to their peers in secondary schools. This study revealed the importance of teaching thinking skills to students. Teacher must gain the mastery of thinking skills themselves, so that they would be able to deliver the related lessons effectively. Thus, Mathematics teacher should always keep improving themselves to fully master the teaching of thinking skills to the students.

scholarly journals THE ISSUES AND CHALLENGES OF MATHEMATICS TEACHING AND LEARNING IN MALAYSIA ORANG ASLI PRIMARY SCHOOLS FROM TEACHERS' PERSPECTIVES

2021 ◽  
Vol 18 (No.2) ◽  
pp. 129-160
Author(s):  
Ruzlan Md-Ali ◽  
Arsaythamby Veloo ◽  
S. Kanageswari Suppiah Shanmugam ◽  
Yus'aiman Jusoh @ Yusoff ◽  
Rosna Awang Hashim
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Orang Asli ◽  
Mathematics Competence ◽  
Mathematics Teaching And Learning ◽  
And Mathematics ◽  
Teachers Perspectives

Purpose - The Malaysian government has allocated a large budget for Orang Asli primary school education via the Department of Orang Asli Development (JAKOA) to help improve Orang Asli pupils’ academic performance including mathematics. Teachers face challenges in ensuring that Orang Asli pupils become competent learners of mathematics. Hence, this study examined the teachers’ perspectives on the issues and challenges in the teaching and learning of mathematics at Orang Asli primary schools in Malaysia. Methodology - In this qualitative study, Two Orang Asli primary schools were randomly selected from eight primary schools within an Orang Asli Settlement in the District of Sungai Siput. The data were collected via focus group discussions and interviews, which were carried out during enculturation visits and were fully transcribed and thematically analysed. The research participants were purposively selected and comprised the schools’ administrators and mathematics teachers. Findings - The results of the data analysis showed that there were two main themes, namely classroom challenges and school challenges, in determining mathematics competence among Orang Asli pupils. Classroom challenges consisted of five sub-themes namely coverage of mathematics syllabus, mathematics teaching and learning resources, pupil engagement, language barrier, and mathematics learning culture. School challenges consisted of two sub-themes namely school attendance and discipline. To enhance mathematics competence among Orang Asli pupils, it is deemed important to conduct programmes and community engagement. Significance - This study contributes to the knowledge of the teaching and learning of mathematics at Orang Asli primary schools. It is recommended that teachers allow Orang Asli pupils to take home their mathematics textbooks so that they can complete their homework at home. Teachers are highly encouraged to conduct mathematics teaching and learning activities in groups to develop meaningful and engaging lessons.

The Availability and Use of Teaching Aids for Mathematics Teachers in the Primary Stage _Primary Classes as a Model_

2021 ◽  
Vol 28 ◽  
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Primary Schools ◽  
Mathematics Curriculum ◽  
Ministry Of Education ◽  
Validity And Reliability ◽  
Primary Stage ◽  
Teaching Aids ◽  
Study Population ◽  
Random Manner

Teaching aids (TA) are those tools that a math teacher uses to help students understand the concepts of a lesson. The current study aims to find out the availability and use of mathematics teachers for primary (first, second, third) grades of teaching aids in a series of updated mathematics curricula for the primary stage. The researcher followed the descriptive approach, and the study population consisted of all mathematics teachers in the Babel Education Directorate, and in a random manner, (115) male and female teachers were chosen. The researcher built a questionnaire to collect data and its validity and reliability were verified before distributing it to the research sample. The data was processed using the SPSS statistical package to extract arithmetic averages and standard deviations. The results of the study showed the lack of educational aids in primary schools and their lack of the simplest, the lack of use of educational aids by mathematics teachers and their dependence on the traditional method of teaching updated mathematics, and the presence of problems faced by mathematics teachers impede the use of educational aids. The researcher recommended the necessity of providing educational aids for mathematics by the Iraqi Ministry of Education and its Directorates, especially for the primary stage, preparing special training courses for teachers on how to produce and use educational aids and employing them in teaching mathematics, creating a suitable place for displaying and using educational aids in the classroom, providing a guide for the mathematics teacher specific on how to prepare and use educational aids. Keywords: teaching aids, mathematics teacher, updated mathematics curriculum, elementary school

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