The use of open-ended question pictures in the mathematics classroom

2018 ◽  
Vol 4 (9) ◽  
pp. 1-9
Author(s):  
Mela Azizaa
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Multiple Solutions ◽  
Mathematics Classroom ◽  
Visual Representations ◽  
Mathematical Creativity ◽  
Whole Class ◽  
The Uk

Teachers have to ensure to pose open-ended questions that allow multiple solutions in a mathematics classroom regarding problem-solving and mathematical creativity. Teachers can use visual representations or pictures to ask open-ended questions in order to encourage students to be curious about finding possible answers. This research is focused on the use of open-ended question pictures, students’ responses and students’ mathematical creativity in response to the questions. This study used observation of a lesson that involved a teacher and twenty-seven class-three students (aged 7–8 years old) in a primary school in the UK. During the observation, a whole-class activity between the teacher and students was recorded and notes were also taken. There were three open-ended questions using pictures that the teacher orally posed during a lesson. The findings showed that open-ended question pictures could stimulate students’ responses and mathematical creativity. Keywords: Open-ended question pictures, representations.

Multiple Solutions Approach (MSA): Conceptions and Practices of Primary School Teachers in Ghana

2016 ◽  
Vol 2 (2) ◽  
pp. 333
Author(s):  
Michael Johnsn Nabie ◽  
Kolawole Raheem ◽  
John Bijou Agbemaka ◽  
Rufai Sabtiwu
Keyword(s):  
Primary School ◽  
Multiple Solutions ◽  
School Teachers ◽  
Primary School Teachers

scholarly journals Assessment of the Wearability of Facemasks against Air Pollution in Primary School-Aged Children in London

2020 ◽  
Vol 17 (11) ◽  
pp. 3935 ◽  
Author(s):  
Naomi R Smart ◽  
Claire J Horwell ◽  
Trevor S Smart ◽  
Karen S Galea
Keyword(s):  
Air Pollution ◽  
Primary School ◽  
Primary School Children ◽  
Perceived Fit ◽  
Major Health Problem ◽  
Airborne Pollutants ◽  
Main Complaint ◽  
Running Activity ◽  
The Face ◽  
The Uk

Air pollution is a major health problem and children are particularly vulnerable to the adverse effects. Facemasks are one form of protection but, to be effective, they need to filter out airborne pollutants, fit the face well and be wearable. In this pilot study, we assess the perceived wearability of three facemasks (Vogmask, TuHao and ReSpimask) marketed in the UK as being designed to protect children against exposure to air pollution. Twenty-four primary school children wore each facemask during a standardised walking and running activity. After each activity, the children were asked to rate facemask wearability in terms of parameters, such as perceived comfort, hotness, breathability and fit. At the end of the trial, the children compared and identified their preferred facemask. The main complaint about the facemasks was the children’s faces being too hot. The ReSpimask was most frequently reported as being perceived to be the hardest to breathe through. The TuHao facemask was the only adjustable strap mask assessed but was reported to be difficult to adjust. Facemasks with a nose clip were frequently rated highest for fit (TuHao and Vogmask). The patterned, cloth fabric Vogmask had significantly higher ratings for appearance and perceived fit. The results show children’s perceptions of facemasks are highly affected by the facemask’s design, hotness and perceived breathability. By making children’s facemasks more appealing, breathable, cooler and improving their fit, wearability may be improved.

Reading for Readiness

1998 ◽  
Vol 2 (1) ◽  
pp. 65-69 ◽  
Author(s):  
William K Kay ◽  
Richard Wilkins
Keyword(s):  
Primary School ◽  
Religious Education ◽  
School Age ◽  
The Bible ◽  
The Uk ◽  
Primary School Age

On the basis of a consideration of the processes of reading and comprehending and in the light of the UK Government's literacy drive, it is argued that Religious Education ought to be better equipped to present the Bible to children of primary school age.

Problem solving with the Sneetches

2016 ◽  
Vol 23 (5) ◽  
pp. 282-283
Author(s):  
James Russo ◽  
Toby Russo
Keyword(s):  
Problem Solving ◽  
Multiple Solutions ◽  
Mathematical Concepts ◽  
Mathematical Problems

Math by the Month features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes four activities each for grade bands K–2, 3–4, and 5–6. In this issue, teachers read the classic Dr. Seuss book The Sneetches and other stories with their class and get students to engage with these associated mathematical problems. The problems, many of which are open-ended or contain multiple solutions or solution pathways, cover a range of mathematical concepts.

scholarly journals A field survey on the indoor environmental quality of the UK primary school classroom

2016 ◽  
Vol 11 (10) ◽  
pp. 492-496 ◽  
Author(s):  
Yufan Zhang ◽  
Peter Barrett ◽  
Fay Davies ◽  
Lucinda Barrett
Keyword(s):  
Primary School ◽  
Environmental Quality ◽  
Field Survey ◽  
Indoor Environmental Quality ◽  
School Classroom ◽  
The Uk

Selecting and Sequencing Students' Solution Strategies

2016 ◽  
Vol 23 (4) ◽  
pp. 226-234 ◽  
Author(s):  
Erin M. Meikle
Keyword(s):  
Problem Solving ◽  
Solution Strategies ◽  
Class Discussions ◽  
Challenging Tasks ◽  
Whole Class ◽  
Fine Tune

For orchestrating whole-class discussions, note these suggestions to fine tune problem-solving techniques into cognitively challenging tasks.

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