Children With Reduced Cognitive Efficiency and Addition of Natural Numbers up to 20: A Case Study

The study deals with teaching and learning the addition of natural numbers up to 20 in the first two years of primary school. The first part presents the theoretical background for addition of natural numbers, the procedural and conceptual approach to addition, and the theory of the additive triad. The causes of the difficulties some children have with the field of the addition of natural numbers are outlined, and the issue of reduced cognitive efficiency is briefly introduced as one of the causes. The second part of the study presents a case study of a girl (7 years old) who experienced difficulty in learning addition. The approaches to and results of remedial tutoring completed by the girl are described. In the discussion, the issue of the addition of natural numbers is incorporated into a broader pedagogical context.

Download Full-text

Dual-role Conflict among Female Primary School Teachers

ASIAN TEFL Journal of Language Teaching and Applied Linguistics ◽

10.21462/asiantefl.v2i1.27 ◽

2017 ◽

Vol 2 (1) ◽

Author(s):

Lawal Abdul Faragai

Keyword(s):

Primary School ◽

Role Conflict ◽

Primary Schools ◽

Teaching And Learning ◽

Background Level ◽

Work And Family ◽

Dual Role ◽

School Teachers ◽

Conceptual Approach ◽

Primary School Teachers

This paper is a conceptual approach that stimulate able scholars that failed to ponder carefully on dual-role conflict among female primary school teachers. Of course, female primary school teachers are experiencing dual-role conflict. Also, presently female primary school teachers has dominated our primary schools teaching our children, on the same vain experiencing dual-role conflict which needed urgent attention from all stakeholders. The essence of this paper was due to the relevance of work and family matters. Scholars are really trying their best for enlightening all stakeholders on the issue of work-family role conflict in many discipline. In Education, related researches are always carrying on but the background level of education primary school is somehow been put aside with little concern. Considering this will help in making the work-life balance of female primary school teachers more sustainable. With this teaching and learning of our younger children would be efficient and effective. The researcher has proposed a conceptual framework in studying dual-role conflict among female primary school teachers. However, the qualitative interpretivist approach using case study or grounded theory would be applicable in conducting such type of research respectively.

Download Full-text

Pedagogical approaches for ICT integration into primary school English and mathematics: A Singapore case study

Australasian Journal of Educational Technology ◽

10.14742/ajet.838 ◽

2012 ◽

Vol 28 (4) ◽

Cited By ~ 15

Author(s):

Lee Yong Tay ◽

Siew Khiaw Lim ◽

Cher Ping Lim ◽

Joyce Hwee-Ling Koh

Keyword(s):

Primary School ◽

Mathematics Teachers ◽

Teaching And Learning ◽

Case Study Research ◽

Ict Use ◽

Digital Work ◽

Group Interviews ◽

And Mathematics ◽

Pedagogical Approaches

This case study research attempts to examine the pedagogical approaches for the teaching of English and mathematics with information communication technology (ICT) in a primary school in Singapore. The study uses the learning with and learning from ICT framework in reporting and analysing how ICT has been used in the teaching of English and mathematics. This framework also looks into the level of production (i.e., students' creation of digital work) and collaboration when learning with and/or from ICT. From the review of documents and lesson plans; interviews with teachers; group interviews with students; and questionnaire survey of the students on their frequency of ICT use, the findings seem to suggest a difference in the pedagogical approach adopted by English and mathematics teachers. The frequency of ICT use was also reported to be significantly higher in English lessons compared with mathematics lessons. Mathematics teachers primarily adopted the learning from ICT pedagogy with occasional learning withICT approach. However, English teachers facilitated the students to learn from and also with technology,with production and also with elements of collaboration. This case study illuminates the usefulness of the learning with and from ICT as a conceptual framework in guiding both researchers and teachers to be more aware of the pedagogical implications when ICT is added in the teaching and learning process. This case study also once again suggests the pivotal role of the teacher.

Download Full-text

'Fitting it in': A study exploring ICT use in a UK primary school

Australasian Journal of Educational Technology ◽

10.14742/ajet.1259 ◽

2007 ◽

Vol 23 (3) ◽

Cited By ~ 11

Author(s):

Victoria Cartwright ◽

Michael Hammond

Keyword(s):

Grounded Theory ◽

Primary School ◽

Teaching And Learning ◽

Document Analysis ◽

Ict Use ◽

Teaching And Learning Research ◽

Learning Research ◽

Effective Use ◽

Theory Framework

This paper presents a case study of a primary school which was seen as using ICT effectively to support teaching and learning. Research was carried out over two years (2003-2005) and included observation of lessons, document analysis, interviews, and questionnaires with staff at the school. It was found that 'fitting ICT in', rather than 'effective use of ICT', provided a more accurate description of the complex decisions and actions that were made regarding ICT use in the school. Using a grounded theory framework the paper describes the causal conditions; the contextual conditions; the intervening conditions and the consequences for staff and pupils associated with 'fitting ICT in'. The study argues for an approach to research which seeks to develop collaboration and understanding between researchers and practitioners.

Download Full-text

Exploring Primary School Teachers' Language of Thinking: A Case Study (Bahasa Berfikir Guru Sekolah Rendah: Satu Kajian Kes)

Journal of Islam in Asia (E-ISSN: 2289-8077) ◽

10.31436/jia.v14i3.633 ◽

2018 ◽

Vol 14 (3) ◽

pp. 271-295

Author(s):

Wan Mazwati Wan Yusoff ◽

Shamilati Che Seman ◽

Rahimah Embong

Keyword(s):

Primary School ◽

Teaching And Learning ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order ◽

Systematic Evaluation ◽

School Teachers ◽

Primary School Teachers ◽

The Impact

Abstract The aspiration of Malaysian education system as mentioned in the Malaysia Education Blueprint 2013-2025 is to produce students who are highly critical and creative. Since teaching for higher order thinking was made explicit since 1989, a systematic evaluation of the adequacy and pitfalls of teaching for thinking programs was not done extensively. If examination result is the yard stick to measure the impact of teaching for thinking, then it can be concluded that 2016 UPSR result painted a dismal picture of failure in teaching for thinking. Studies showed that there is a positive correlation between language teacher used to communicate in the classroom and the development of thinking dispositions among students. Using the framework of language of thinking put forward by Costa and Marzano (2001), this study was conducted to explore language of thinking used by teachers during teaching and learning sessions in several primary school classrooms. This preliminary study attempted to gain in-depth understanding of the phenomenon in the actual setting so that the insight can illustrate a wider picture of the issue. This exploratory case study employed structured observations to collect data in the classroom of nine primary school teachers. The data was analysed based on theoretical proposition by Costa and Marzano. Findings revealed that teachers needed to improve their language of thinking. Keywords: Thinking skills, language of thinking, teaching for thinking, higher order thinking. Abstrak Aspirasi pendidikan Malaysia sebagaimana yang disebut dalam Pelan Pembangunan Pendidikan Malaysia 2013-2025 adalah untuk melahirkan pelajar yang berupaya berfikir secara kritis dan kreatif. Semenjak kemahiran berfikir pada aras tinggi disebut secara eksplisit dalam kurikulum sekolah menengah dan rendah dari tahun 1989 lagi, satu penilaian yang sistematik terhadap kejayaan dan kelemahan pengajaran untuk kemahiran berfikir tidak dibuat secara meluas dan menyeluruh. Jika keputusan peperiksaan dijadikan kayu ukur untuk mengukur keberkesanan pengajaran untuk berfikir, keputusan peperiksaan UPSR 2016 melukis gambaran kegagalan projek mengajar untuk kemahiran berfikir aras tinggi yang menyedihkan. Kajian menunjukkan ada perkaitan positif antara Bahasa yang digunakan oleh guru ketika berkomunikasi dalam bilik darjah dengan perkembangan disposisi berfikir dikalangan pelajar. Disposisi berfikir pula berkait langsung dengan tabiat berfikir dan kemahiran berfikir aras tinggi. Kajian ini bertujuan untuk meneroka Bahasa berfikir yang digunakan oleh guru dalam proses pengajaran dan pembelajaran di sekolah rendah. Bahasa berfikir yang diterangkan oleh Costa dan Marzano (2001) digunakan sebagai kerangka teori kajian ini. Kajian ini cuba untuk meneroka amalan berbahasa guru untuk memahami fenomena ini dalam situasi sebenar supaya hasilnya dapat memberi gambaran luas terhadap isu ini. Kajian kes eksplorasi ini menggunakan pemerhatian secara berstruktur untuk mengumpul data. Sembilan orang guru sekolah rendah terlibat dalam kajian ini. Data telah dianalisis menggunakan toeri Bahasa berfikir Costa dan Marzano. Dapatan kajian ini menunjukkan guru perlu menambahbaik Bahasa berfikir yang mereka gunakan semasa berkomunikasi dalam bilik darjah supaya aspirasi melahirkan pelajar berkemahiran berfikir aras tinggi dapat dicapai. Kata Kunci: Kemahiran berfikir, bahasa berfikir, mengajar untuk berfikir, berfikir aras tinggi.

Download Full-text

Personal Smartphones in Primary School

International Journal of Virtual and Personal Learning Environments ◽

10.4018/jvple.2011100104 ◽

2011 ◽

Vol 2 (4) ◽

pp. 40-48 ◽

Cited By ~ 2

Author(s):

Beat Döbeli Honegger ◽

Christian Neff

Keyword(s):

Primary School ◽

Teaching And Learning ◽

Best Practice ◽

School Curriculum ◽

After School ◽

Computing Device ◽

First Results ◽

School Influence ◽

Near Future

This paper describes the goals and first results of an ongoing two year case study in a European primary school (5th primary class) where the teacher and all students were equipped with a personal smartphone. Students are allowed to use phone and internet services at no charge and to take home their smartphones after school. In this project the students have access to an internet connected computing device which can be used for reading, writing, calculating, drawing, taking photos, listening or recording audio, and communicating. Does this setting help to achieve the goals of the official school curriculum? How do personal smartphones in primary school influence teaching and learning, especially weekly planning (“Wochenplanunterricht”) and learning outside school? The paper describes the planning and introduction phase of the project as well as first best practice examples of using personal smartphones in and out of school after five months of use. The authors provide qualitative data from questionnaires with students and parents and quantitative data of phone and internet use. To date the results help to formulate specific research questions for further research and they encourage enlarging the case study to several classes in the near future.

Download Full-text

Personal Smartphones in Primary School

Technologies, Innovation, and Change in Personal and Virtual Learning Environments ◽

10.4018/978-1-4666-2467-2.ch013 ◽

2012 ◽

pp. 155-164

Author(s):

Beat Döbeli Honegger ◽

Christian Neff

Keyword(s):

Primary School ◽

Teaching And Learning ◽

Best Practice ◽

School Curriculum ◽

After School ◽

Computing Device ◽

First Results ◽

School Influence ◽

Near Future

Download Full-text

The Developmental Conditions of Classroom Teaching and Learning in a Primary School in Zimbabwe

African Journal of Teacher Education ◽

10.21083/ajote.v3i1.2034 ◽

2013 ◽

Vol 3 (1) ◽

Author(s):

SIBONOKUHLE NIL Ndlovu ◽

Azwihangwisi E. Muthivhi

Keyword(s):

Cognitive Development ◽

Primary School ◽

Teaching And Learning ◽

Classroom Practices ◽

Cultural Practices ◽

Cultural Theory ◽

Classroom Teaching ◽

Cultural Conditions ◽

Developmental Conditions

The paper bases upon the research that was carried in 2010 to investigate the prevailing conditions of schooling and classroom teaching and learning in Southern Zimbabwe, using the Vygotskian socio-cultural theory to analyse the consequences that the breakdown of schooling and classroom teaching and learning had on learners'performance and cognitive development. Using a case study of the specific primary school in Gwanda district, the findings were that classroom teaching and learning in rural Zimbabwe was adversely affected by a conglomerate of contextual factors and worsened by the prevailing socio-economic and political problems resulting in contradictory classroom practices of teaching and learning.The analysis revealed the extent to which classroom teaching and learning had deteriorated and how the cultural practices of this specific tradtion of schooling impede on the possibilities for meaningful learning activities in the classroom. The paper contributes towards an understanding of the effects of the specific cultural conditions of schooling on learners' learning and cognitive development within the prevailing context of socio-economic and political instability in Zimbabwe and suggests ways in which teachers could organise pedagogy to assist their learners' learning and cognitive development.

Download Full-text

Research on TPR in English Vocabulary Teaching in Primary Schools: A Case Study of a Primary School in Hangzhou

Theory and Practice in Language Studies ◽

10.17507/tpls.1110.12 ◽

2021 ◽

Vol 11 (10) ◽

pp. 1249-1257

Author(s):

Shan Liu ◽

Siyue Chen

Keyword(s):

Primary School ◽

Primary Schools ◽

Teaching And Learning ◽

English Education ◽

English Learning ◽

Physical Response ◽

Learning English

As the basis of English learning, English vocabulary plays an important role in both teaching and learning. Therefore, the TPR approach proposed by James Escher is highly respected. By means of questionnaires and an interview, this paper studies the application of Total Physical Response in primary school English vocabulary teaching. It has been found that both students and teachers approve of the application of TPR in primary school English vocabulary teaching and then suggestions for children's English education have been proposed.

Download Full-text

PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) BERBANTU MDIA GAMBAR UNTUK MENINGKATKAN HASIL BELAJAR IPA SISWA KELAS VI SD NEGERI 007 KAMPUNG BARU KECAMATAN GUNUNG TOAR KABUPATEN KUANTAN SINGINGI

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v3i2.6987 ◽

2019 ◽

Vol 3 (2) ◽

Author(s):

Hamnidar Hamnidar

Keyword(s):

Primary School ◽

Learning Outcomes ◽

Teaching And Learning ◽

Natural Sciences ◽

Learning Approach ◽

Research Subjects ◽

Average Value ◽

Average Grade ◽

Complete Category ◽

Contextual Teaching

This research was motivated by the learning outcomes of students' natural sciences that were still low. The purpose of this study was to improve student learning outcomes with the application of the Contextual Teaching And Learning approach. This research is a classroom action research consisting of II cycles with research subjects in class VI of 007 Kampung Baru State Primary School Gunung Toar District, Kuantan Singingi Regency. The results showed that, judging from the basic score, the lowest value of students was 50 while the highest score of students was 85 with an average grade of 62.78 with an incomplete category. in the first cycle the lowest value of students was 65 while the highest value of students was 90 with an average grade of 74 with a complete category. For learning outcomes in cycle II, the lowest value of students is 75 while the highest value of students is 100 with the average value of class 84.47 with complete categories. Based on the results of the study, it can be concluded that the application of the Contextual Teaching And Learning learning approach assisted by media images can improve the learning outcomes of Natural Sciences students of class VI 007 Public Primary School Kampung Baru, Gunung Toar District, Kuantan Singingi Regency.

Download Full-text

FAKTOR PENDUKUNG DAN PENGHAMBAT DALAM PROSES PERUBAHAN ORGANISASI PADA POLITEKNIK KESEHATAN KEMENKES PALANGKA RAYA

Jurnal Organisasi dan Manajemen ◽

10.33830/jom.v13i2.63.2017 ◽

2017 ◽

Vol 13 (2) ◽

pp. 119-128

Author(s):

Nang Randu Utama

Keyword(s):

Mental Model ◽

Teaching And Learning ◽

Learning Technology ◽

Teaching Aids ◽

Inhibiting Factors ◽

Inhibiting Factor ◽

Management Perspective ◽

The Republic ◽

Technical Guidance

This study aims to obtain a description of the supporting and inhibiting factors in the process of organizational change of education based on management perspective that occurs in the scope of higher health education of the Ministry of Health of the Republic of Indonesia. This study used a qualitative approach by conducting case study at Palangka Raya Health Polytechnic. The research results are as follows: (a) Supporting factor that must be there is the existence of a manual or technical guidance in organizing the organization; (b) Whereas the inhibiting factor is the old habits, the mindset, the mental model is still inhibiting from the organizers and members of the organization; (c) The inhibiting factor is the existence of selfishness of each highly visible party; (d) Inhibitors may also occur if there are still "little kings" and selfishness from each of the former institutions; (e) Other issues that support in this process of change are in terms of facilities and infrastructure, namely the availability of buildings and land; (f) Another inhibiting factor is that in terms of educational qualifications, there are departments that do not meet, for example in the midwifery department there are still many average teachers with Diploma IV education background and non-linear education; (g) Inhibiting factors may also occur if the reason of seniority is always carried around; (h) The inhibiting factor is lack of human resources in using modern health equipment, including the use of teaching aids in accordance with the progress of science and teaching and learning technology. Penelitian ini bertujuan untuk memperolah gambaran mengenai faktor pendukung dan penghambat dalam proses perubahan organisasi pendidikan yang ditinjau dari perspektif manajemen yang terjadi di lingkup organisasi pendidikan tinggi kesehatan Kementerian Kesehatan Republik Indonesia. Penelitian ini menggunakan pendekatan kualitatif dengan melakukan studi kasus pada institusi Politeknik Kesehatan Kemenkes Palangka Raya. Hasil penelitian adalah sebagai berikut: (a) Faktor pendukung yang harus ada yaitu adanya buku pedoman atau petunjuk teknis dalam penyelenggaraan organisasi; (b) Sedangkan yang menjadi faktor penghambat itu adalah kebiasaan lama, mindset-nya, mental model-nya masih bersifat menghambat dari para pengelola dan anggota organisasi; (c) Faktor penghambat yaitu adanya keegoisan masing-masing pihak yang sangat tampak; (d) Penghambat juga dapat terjadi apabila masih ada “raja-raja kecil” dan keegoisan dari masing-masing institusi yang dulu; (e) Perihal lain yang mendukung dalam proses perubahan ini adalah dari sisi sarana dan prasarana, yaitu tersedianya gedung dan tanah; (f) Faktor penghambat lain yaitu dari sisi kualifikasi pendidikan ternyata ada jurusan yang tidak memenuhi, misalnya di jurusan kebidanan masih banyak rata-rata tenaga pengajar dengan latar pendidikan Diploma IV dan pendidikannya tidak linear; (g) Faktor penghambat juga dapat terjadi apabila alasan senioritas selalu dibawa-bawa; (h) Faktor penghambat yaitu masih kurang kesiapan sumber daya manusia dalam menggunakan alat-alat kesehatan modern termasuk penggunaan alat bantu belajar mengajar yang sesuai dengan kemajuan ilmu pengetahuan dan teknologi pengajaran dan pembelajaran.

Download Full-text