برنامج مقترح قائم على استخدام القصص الرقمية لتنمية بعض المفاهيم الرياضية والتفكير الابتكاري لدى طفل رياض الأطفال = A Proposed Program Based on the Digital Storytelling to Develop Some Mathematical Concepts and Creative Thinking for Kindergarten Children

The article actualizes the issue of updating the content, methods and means of teaching mathematics at the university within the sociocultural paradigm. A significant contradiction characterizing the crisis situation in the field of higher mathematical education is the mismatch between the traditional organization of the educational process and the powerful developing potential of mathematical disciplines. Being overloaded with a lot of information, altogether with its insufficiently developed anthropological, cultural-like and communicative components, mathematical education hinders the mental development of the learner’s personality in relation to such important qualities as search activity, creativity, and creative thinking. The solution to this problem can be the transformation of the cognitive-information model of learning, the introduction of pedagogical technologies that actualize the sociocultural aspect of mathematical education. The aim of the study is to develop methodological foundations for the implementation of the value-semantic orientation of teaching mathematics at the university, expressed in providing a set of pedagogical conditions related to the selection of content, determination of teaching aids and methods, ways of organizing the interaction of students and a teacher, in which students intelligently master mathematical concepts, and freely operate with them. The didactic conditions for the implementation of the value-semantic orientation of teaching mathematics at the university are: the transformation of mathematical content, expressed in learning from sociocultural experience; the psychodidactic approach, focused on building the students’ self-motivation; the use of teaching methods that provide cognitive and emotional empathy (educational mathematical discourse), the activization of productive mental activity (technology of problematic dialogue); inclusion of non-standard, creative tasks, training cases. Providing these conditions will allow to realize the humanitarian potential of mathematics, to reveal the social, practical and personal significance of the subject matter.

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Peningkatan Keterampilan Membuat Alat Peraga Matematika Pada Mahasiswa Prodi PGSD Universitas Peradaban

Dinamisia Jurnal Pengabdian Kepada Masyarakat ◽

10.31849/dinamisia.v4i4.4128 ◽

2020 ◽

Vol 4 (4) ◽

Author(s):

Adi Candra Kusuma

Keyword(s):

Learning Strategies ◽

Prospective Teachers ◽

Creative Thinking ◽

Learning Needs ◽

Research Subjects ◽

Mathematical Concepts ◽

Teaching Aids ◽

Learning Mathematics ◽

New Ideas ◽

The University

In understanding abstract mathematical concepts, students need teaching aids such as concrete objects as an intermediary or visualization. The purpose of the research is to obtain skills in making mathematics teaching aids on PGSD University of Civilization students. The research method uses qualitative research with a total of 66 research subjects in the third semester of 2015/2016 Academic Year. Data collection techniques were taken using observation, interviews, documentation. The results obtained from the study provide knowledge of new knowledge, improve skills in making learning support instruments, train the creative thinking of students of the University of Civilization PGSD as a provision of learning strategies when going to be a teacher. This training prepares prospective teachers in explaining mathematical concepts, in learning mathematics, the use of teaching aids is expected to increase student motivation. Motivation can arise because many ideas and new ideas and fun learning contains a variety of information that is relevant to the learning needs of students.

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GENRE-BASED DIGITAL STORYTELLING IN THE 21st CENTURY EDUCATION: A STUDENTS’ PERCEPTION

Jurnal Sosioteknologi ◽

10.5614/sostek.itbj.2021.20.1.4 ◽

2021 ◽

Vol 20 (1) ◽

pp. 39-45

Author(s):

Nadia Tiara Antik Sari ◽

Nahrowi Adjie ◽

Gilang Rajasa ◽

Nuur Wachid Abdul Madjid

Keyword(s):

Elementary School ◽

21St Century ◽

Creative Thinking ◽

Digital Storytelling ◽

Public University ◽

Narrative Text ◽

Story Telling ◽

West Java ◽

21St Century Education ◽

Digital Story

ABSTRACT The present study is aimed at investigating the perception of elementary school pre-service teachers regarding the genrebased digital story telling projects in their General English (GE) class. The benefits and challenges of digital storytelling projects have been studied by many researchers. However, perception of elementary school pre-service teachers of the issue is still rarely investigated. The data were collected from open and closed questionnaire to 47 elementary school pre-service teachers of a public university in West Java, Indonesia. In the second semester, they had a GE class (kelas Mata Kuliah Umum/MKU Bahasa Inggris). They were given two genre-based digital storytelling projects i.e. the digital descriptive and narrative text projects. The findings are further explained in relation to the 4Cs skill in 21st century education. It is found that genre-based digital storytelling projects improve the elementary school pre-service teachers’ communication, collaboration, creative thinking, and creativity skill. The pre-service teachers generally perceived the learning as meaningful, engaging, and enjoyable, supporting digital storytelling as a powerful media in the 21st century education.

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Comparison of prospective mathematics teachers’ problem posing abilities in paper-pencil test and on dynamic geometry environment in terms of creativity

Journal of Research in Mathematics Education ◽

10.17583/redimat.2020.3879 ◽

2020 ◽

Vol 9 (3) ◽

pp. 243

Author(s):

MEHMET FATIH ÖÇAL ◽

TUĞRUL KAR ◽

GÜRSEL GÜLER ◽

ALI SABRI İPEK

Keyword(s):

Mathematics Teachers ◽

Prospective Teachers ◽

Creative Thinking ◽

Dynamic Geometry ◽

Thinking Skills ◽

Problem Posing ◽

Dynamic Geometry Environment ◽

Mathematical Concepts ◽

Prospective Mathematics Teachers

This study aims to investigate the similarities and differences between prospective mathematics teachers’ creative thinking skills in paper-pencil test and on a Geogebra-supported environment in terms of problem-posing. This case study used purposive sampling method for determining the participants. Findings revealed that the activities carried out in the GeoGebra-supported environment were insufficient to produce creative problems, and GeoGebra’s main utility to prospective teachers was in identifying their mistakes related to mathematical concepts and discrepancies among numerical values of the problems posed. The reasons for the low achievement in posing problem were discussed: These were; (i) lack of problem-posing experience, (ii) the structure of problem-posing activity, and (iii) prospective teachers’ mathematical content knowledge.

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Kindergarten Mathematics—a Survey

The Arithmetic Teacher ◽

10.5951/at.25.8.0051 ◽

1978 ◽

Vol 25 (8) ◽

pp. 51-53

Author(s):

V. Ray Kurtz

Keyword(s):

First Grade ◽

Kindergarten Children ◽

Older Children ◽

Mathematical Concepts ◽

Degree Of Certainty ◽

Kindergarten Mathematics

It is relatively easy to identify the mathematical concepts that first-grade and older children should master. It is much more difficult to identify with any degree of certainty the mathematical concepts that are to be mastered by kindergarten children.

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USING THE POTENTIAL OF A TOY BOOK IN THE PREPARATION OF BACHELOR STUDENTS IN THE FIELD OF MATHEMATICAL EDUCATION OF PRESCHOOL CHILDREN

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2021vol2.6183 ◽

2021 ◽

Vol 2 ◽

pp. 671-686

Author(s):

Tatiana Alekseeva ◽

Irina Mikhailova

Keyword(s):

Preschool Children ◽

Creative Thinking ◽

Statistical Data ◽

Preschool Teachers ◽

Theoretical Description ◽

Mathematical Education ◽

Mathematical Concepts ◽

Mathematical Content ◽

Internet Resources ◽

Literary Sources

The article outlines the problem of using the potential of toy books in preparing bachelor students for purposeful work on the formation of mathematical concepts in preschool children and suggests the idea of organizing the creative activity of students to design toy books with mathematical content.The article contains an overview of classifications of toy books, pedagogically characterized and methodically described examples-constructs of various types of toy books created by bachelor students. The pedagogical potential of these constructs allows us in this work to consider a toy book as a means of mathematical education for preschool children.The purpose of the study is a theoretical description and empirical understanding of the advantages of using the potential of a toy book with mathematical content in the educational activities of a university for the development of creative thinking of future preschool teachers. To achieve the goal, the following methods were used: theoretical analysis of literary sources, Internet resources, analysis of statistical data and a pedagogical experiment.The results of the study showed difficulties in mastering the method of designing a toy book with mathematical content, revealed the preferences of future educators-educators in choosing one or another type of toy book that dominates in its content a mathematical topic and methodological features of its implementation in the presented design form.The conducted research and analysis of the results allowed us to obtain data on the importance of including in the process of training future teachers-educators a creative technique - the design of toy books with mathematical content.

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Puppetry as a Pedagogical Tool in Developing Imagination for Kindergarten Children: KSA Vision 2030

International Journal of Educational Sciences ◽

10.31901/24566322.2021/33.1-3.1185 ◽

2021 ◽

Vol 33 (1-3) ◽

Author(s):

Rasmeya Mohamed Farghali Metwalli

Keyword(s):

Creative Thinking ◽

Thinking Skills ◽

Kindergarten Children ◽

Pedagogical Tool ◽

Number Of Children ◽

Riyadh City ◽

Quasi Experimental ◽

Vision 2030 ◽

And Control ◽

Academic Year

ABSTRACT This study aimed at investigating the effectiveness of employing puppetry as a pedagogical tool in developing imagination for kindergarten children Thirty-six kindergarten children were recruited from two public kindergarten schools in Riyadh city, during the academic year 2019-2020. Children were randomly divided into two groups of experimental and control, with equal number of children in each group (n=18). The research used the quasi-experimental approach due to its suitability to the nature of the research, which relies on the experimental design based on two groups, one experimental and the other is control, and by using the pre- and post-testing for the two groups. T-test was used. As predicted, puppetry resulted in increasing creative thinking skills (fluency, originality and imagination).

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Digital Storytelling Enhancing Chinese Primary School Students’ Self-Efficacy in Mathematics Learning

Journal of Pacific Rim Psychology ◽

10.1177/1834490921991432 ◽

2021 ◽

Vol 15 ◽

pp. 183449092199143 ◽

Cited By ~ 1

Author(s):

Hannele Niemi ◽

Shuanghong Jenny Niu

Keyword(s):

Self Efficacy ◽

Digital Storytelling ◽

Mathematics Learning ◽

Learning Experiences ◽

Data Sets ◽

Primary School Students ◽

School Students ◽

Mathematical Concepts ◽

Teachers And Students

The aim of this study was to uncover how digital storytelling advances students’ self-efficacy in mathematics learning and what kinds of learning experiences contribute to self-efficacy. Four Chinese classes with 10- to 11-year-old students ( N = 121) participated in the project. The mathematics learning theme was geometry. Quantitative data was collected with questionnaires. The qualitative data was based on teachers’ and students’ interviews and observations. Both data sets showed that the students’ self-efficacy increased significantly during the project. The most important mediator was students’ perception of the meaningfulness of mathematics learning; digital storytelling enhanced the students’ ability to see mathematics learning as useful. They became more confident that they could learn mathematics and understand what they had learned. They also felt more confident in talking with their classmates about mathematical concepts. The role of self-efficacy was twofold: it supported students’ learning during the project and it increased due to meaningful mathematics learning experiences.

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