scholarly journals Effects Of A Problem-Solving-Based Mathematics Course On Number Sense Of Preservice Teachers

2004 ◽  
Vol 1 (2) ◽  
Author(s):  
Yea-Ling Tsao
Keyword(s):  
Preservice Teachers ◽  
Elementary School ◽  
Problem Solving ◽  
Elementary School Teachers ◽  
Number Sense ◽  
Control Group ◽  
School Teachers ◽  
Entry Level ◽  
Mathematical Exploration ◽  
Mathematics Course

The purpose of this study was to investigate what level of number sense was possessed by preservice elementary school teachers. The sample was composed of students in six intact entry?level mathematics sections of a course populated by preservice elementary school teachers. One hundred fifty-five participants from these six classes completed data collection tasks during the Spring 2002 semester for the study. These courses are all problem-solving-based. A problem-solving-based mathematics course was designed to utilize manipulatives, problem solving approaches, and the cooperative learning environment. Students actively participate in problem-solving mathematical exploration. Research designs using a control group could not be used for this study, as the problem?solving?based classroom is the required method by the institution to teaching this mathematics class. The six combined classes form “one-group” with pretest/posttest corresponding to the pre-post-surveys. T?tests were used to compare the paired changes in number sense across time.The participating elementary school preservice teachers’ number sense changed between the beginning and the completion of the undergraduate mathematics content course. This change was significant at a = 0.01 for issues.

scholarly journals EFFECT OF CREATIVE INDEPENDENCE PROBLEM SOLVING (CIPS)-BASED TRAINING MODULE ON PROFESSIONALISM OF RURAL INDONESIAN ELEMENTARY SCHOOL TEACHERS

2021 ◽  
Vol 13 (1) ◽  
pp. 37-54
Author(s):  
Erni Munastiwi ◽  
Jailani Md Yunos ◽  
Maizam Alias ◽  
Aini Nazura Paimin
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary Teachers ◽  
Elementary School Teachers ◽  
Control Group ◽  
Training Module ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Self Actualization ◽  
Quasi Experimental

Training is needed to ensure that teachers acquire the knowledge necessary to teach problem-solving skills. Furthermore, a specifically designed training material such as a module is especially needed when teachers work in remote areas with fewer resources. Meanwhile, six educational problem-solving skills development needs among teachers in rural Indonesian elementary schools were identified: teacher mentoring, self-actualization, competency, creativity, problem-solving, and independence. A training module was designed based on the needs which were assessed using the CIPS model. The study aimed to investigate the effects of the CIPS-based Training Module on the professionalism of elementary school teachers. In addition, the training module consists of five (5) stages, which include pre-entering, plan, setting, action, and evaluation. The quasi-experimental research was conducted on 63 elementary teachers from Nunukan and Sebatik Island, North Kalimantan, Indonesia, assigned randomly to either an experiment or a control group. Before the training, a pre-test was conducted, followed by training using the module for the experiment groups, and no training for the control group. Furthermore, a post-test was conducted in both groups to identify the effectiveness of the training module. The independent sample t-test showed that the experimental group obtained a higher mean score than the control group. In conclusion, the CIPS-based Training Module effectively develops professionalism in teaching problem-solving skills among the experimental group's elementary teachers. Meanwhile, the study implies that rural elementary teachers need to be prepared to teach problem-solving skills.

The Influence of Direct Training in Problem Solving on Consultee Problem Clarification Skills and Attributions

1996 ◽  
Vol 17 (6) ◽  
pp. 370-376 ◽  
Author(s):  
Joseph E. Zins ◽  
Charlene R. Ponti
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Teachers ◽  
Training Program ◽  
Ecological Perspective ◽  
Control Group ◽  
Related Activity ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Direct Training

This study examines the direct training of teachers in problem-solving skills and its effects on their performance in a consultation-related activity. Thirteen elementary-school teachers participated in a training program that focused on development of problem identification skills and utilization of an ecological perspective to view problems. Six additional teachers served as a control group. The results suggest that the training enhanced teachers' skills in describing problems and reduced the number of inferences they made for the causes of student-related problems. Methodological strengths and limitations of the study are discussed.

Yohaku: A new type of number puzzle for students

2018 ◽  
Vol 24 (5) ◽  
pp. 286-290
Author(s):  
Mike Jacobs
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Teachers ◽  
Number Sense ◽  
School Teachers ◽  
New Type

This article explores number sense problem solving using Yohaku puzzles. Each month, elementary school teachers are presented with a problem along with suggested instructional notes; asked to use the problem in their own classrooms; and encouraged to report solutions, strategies, reflections, and misconceptions to the journal audience.

Evaluation of Two Approaches to Educating Elementary Schoolteachers About Insulin-Dependent Diabetes Mellitus

1989 ◽  
Vol 15 (6) ◽  
pp. 510-513 ◽  
Author(s):  
Harriett M. Gesteland ◽  
Sharon Sims ◽  
Rob N. Lindsay
Keyword(s):  
Diabetes Mellitus ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Insulin Dependent Diabetes Mellitus ◽  
Dependent Diabetes Mellitus ◽  
Control Group ◽  
School Teachers ◽  
Media Center ◽  
Insulin Dependent ◽  
The Media

Two approaches to better educate elementary schoolteachers about children with diabetes were tested. One group of teachers was given a program consisting of a video, pamphlets, and a question- and-answer session. The second group was informed that these materials were available to them in the media center. A 22-point questionnaire was used before intervention and 8 to 10 weeks later. Although both groups showed significant improvement compared with the control group, the improvement was slight and not felt to be clinically satis factory. We conclude that mass education of elementary school teachers is ineffective and that other approaches need to be developed.

scholarly journals Classroom Behaviour Management: The effects of in-service training on elementary teachers’ self-efficacy beliefs

2013 ◽  
Vol 48 (2) ◽  
pp. 359-382 ◽  
Author(s):  
Nancy Gaudreau ◽  
Égide Royer ◽  
Éric Frenette ◽  
Claire Beaumont ◽  
Tara Flanagan
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
Elementary School Teachers ◽  
Training Program ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Efficacy Beliefs ◽  
Control Group ◽  
Quebec City ◽  
School Teachers

We examined a training program in classroom management in relation to the efficacy beliefs of elementary school teachers. The training program used a quasi-experimental design with a waitlist control group. Twenty-seven elementary school teachers in the greater Quebec City area participated. The repeated measures ANOVA results revealed positive effect of the program on teachers’ personal teaching efficacy beliefs, and in the teachers’ perceived self-efficacy in managing difficult behaviours in the classroom. A group by time interaction effect was also observed with regard to the teachers’ perceived self-efficacy in eliciting principals’ support where participating teachers were more confident in their interactions with principals at follow-up. Factors that influence the development of self-efficacy beliefs of teachers and implications for practice are discussed.

scholarly journals Exploring The Connections Among Number Sense, Mental Computation Performance, And The Written Computation Performance Of Elementary Preservice School Teachers

2004 ◽  
Vol 1 (12) ◽  
Author(s):  
Yea-Ling Tsao
Keyword(s):  
Elementary School Teachers ◽  
Mathematics Anxiety ◽  
Test Score ◽  
Number Sense ◽  
Affective Domain ◽  
School Teachers ◽  
Mental Computation ◽  
Entry Level ◽  
Independent Variables ◽  
Learning Mathematics

The purpose of this study is to a) explore connections among number sense, mental computation performance and the written computation performance of elementary preservice school teachers; and b) explore the correlation among mental computation skills, computation skills, effect issues and number sense. The sample was composed of students in six intact entry?level mathematics sections of a course populated by preservice elementary school teachers. One hundred fifty-five participants from these six classes completed data collection tasks during the Spring 2002 semester for the study. Regression analyses were used to investigate the correlation of written computation skills, mental computation skills, and affective domain with regard to number sense. Three of these subscales of Conference Learning Mathematics, Mathematics Anxiety, Effectance Motivation of Mathematics, Mental Computation Test score, and Written Computation Test score were found to positive significantly correlate with Number Sense Test score success at the a= 0.001 level. Overall, the six independent variables considered in this study accounted for 57.1% of the variation in Number Sense Test score, with Mental Computation Test, and Written Computation Test having the strongest effects.

scholarly journals Finding Common Ground For Content And Technology: A Model For Course Development

2004 ◽  
Vol 1 (4) ◽  
Author(s):  
Frank A. Cerreto ◽  
Jung Lee
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Common Ground ◽  
Course Development ◽  
School Teachers ◽  
Collaborative Model ◽  
Instructional Technologist ◽  
Mathematics Educator ◽  
Mathematics Course

A mathematics educator and an instructional technologist developed a practical, collaborative model that integrates content and technology and applied this model to a mathematics course for prospective elementary school teachers.

A Problem Solving Approach to Mathematics for Elementary School Teachers.

1982 ◽  
Vol 89 (1) ◽  
pp. 67
Author(s):  
Donald R. Kerr ◽  
Rick Billstein ◽  
Shlomo Libeskind ◽  
Johnny W. Lott
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Teachers ◽  
School Teachers
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