DYNAMIC MATH CLASSROOM – TEACHING AND LEARNING MATHEMATICS AT PRESCHOOL AND PRIMARY SCHOOL

2017 ◽  
Author(s):  
Rumyana Papancheva
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Classroom Teaching ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics

scholarly journals Primary School Teachers’ Conceptions about the Use of Robotics in Mathematics

Mathematics ◽  
2021 ◽  
Vol 9 (24) ◽  
pp. 3186
Author(s):  
María José Seckel ◽  
Adriana Breda ◽  
Vicenç Font ◽  
Claudia Vásquez
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
School Teachers ◽  
Primary School Teachers ◽  
Learning And Teaching ◽  
Open Questions ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Reduced Space ◽  
Educational Robots

Learning about the conceptions used by primary school teachers towards the use of robotics in class is essential as the first step towards its application in the classroom. Therefore, with the purpose of describing the understanding applied when teaching and learning mathematics use educational robots, research was conducted by means of mixed methods using a descriptive design by survey. Such research consisted of closed questions (Likert-type scale from 1 to 5) and open questions, given to 83 primary school teachers who currently teach students in the first years of school (First to Fourth grade) in two Chilean districts. The results showed that in general, there is a positive predisposition towards the addition of robots in the learning and teaching of mathematic processes during the first years of school, even though teachers claim there is a struggle to incorporate robots in their lessons due to the high number of students and the reduced space in their classrooms.

TEACHING AND LEARNING MATHEMATICS IN PRIMARY SCHOOL THROUGH SCRATCH

2018 ◽  
Author(s):  
Christer Sjöberg ◽  
Jalal Nouri ◽  
Rosmarie Sjöberg ◽  
Eva Norén ◽  
Lechen Zhang
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics

scholarly journals Employing the flipped classroom strategy in primary mathematics classes

2020 ◽  
Vol 4 (1) ◽  
pp. 497-528
Author(s):  
Ibrahim Alhussein Khalel ◽  
◽  
Omar saad Al- tmaran ◽  
Abdulhamid essa Hashmi ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Mathematics Teachers ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Sixth Grade ◽  
Instructional Videos ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Sixth Grade Students

This study aims to identify the implications of using the flipped classroom strategy in the primary school in teaching practices of mathematics classes of mathematics teachers and their students. This study used a qualitative approach. The sample of the study consists of (2) mathematics teachers in the primary school and (42) students from the sixth grade students. The study used the following tools: Teacher notebook, participant note, interview. The study used thematic analysis to analyze the data. The study reached a number of results, including: flipped classroom strategy contributed to the development of mathematical achievement, classroom interaction, the attitude towards teaching and learning mathematics. The flipped classroom strategy allowed teachers to take more of lesson ideas, use several strategies in the classroom, plan and prepare for the lesson. The study recommended: We need to train teachers to employ techniques in mathematics education, and to produce instructional videos for math lessons.

scholarly journals Problematizing teaching and learning mathematics as “given” in STEM education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Alternative Approach ◽  
And Mathematics ◽  
Scientific Engineering

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

Teaching and Learning Mathematics

1987 ◽  
Vol 71 (458) ◽  
pp. 314
Author(s):  
Paul Ernest ◽  
Peter G. Dean
Keyword(s):  
Teaching And Learning ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics

scholarly journals A Study of Errors and Misconceptions in the Learning of Addition and Subtraction of Directed Numbers in Grade 8

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401667137 ◽  
Author(s):  
Judah Paul Makonye ◽  
Josiah Fakude
Keyword(s):  
Conceptual Understanding ◽  
Teaching And Learning ◽  
Study Data ◽  
Negative Numbers ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Number Lines ◽  
Addition And Subtraction ◽  
Logical Errors ◽  
Grade 8

The study focused on the errors and misconceptions that learners manifest in the addition and subtraction of directed numbers. Skemp’s notions of relational and instrumental understanding of mathematics and Sfard’s participation and acquisition metaphors of learning mathematics informed the study. Data were collected from 35 Grade 8 learners’ exercise book responses to directed numbers tasks as well as through interviews. Content analysis was based on Kilpatrick et al.’s strands of mathematical proficiency. The findings were as follows: 83.3% of learners have misconceptions, 16.7% have procedural errors, 67% have strategic errors, and 28.6% have logical errors on addition and subtraction of directed numbers. The sources of the errors seemed to be lack of reference to mediating artifacts such as number lines or other real contextual situations when learning to deal with directed numbers. Learners seemed obsessed with positive numbers and addition operation frames—the first number ideas they encountered in school. They could not easily accommodate negative numbers or the subtraction operation involving negative integers. Another stumbling block seemed to be poor proficiency in English, which is the language of teaching and learning mathematics. The study recommends that building conceptual understanding on directed numbers and operations on them must be encouraged through use of multirepresentations and other contexts meaningful to learners. For that reason, we urge delayed use of calculators.

Mogućnosti primene istraživački zasnovane nastave (IN) u početnom matematičkom obrazovanju

2021 ◽  
Author(s):  
Dragana Glogovac ◽  
◽  
Marina Milošević ◽  
Bojan Lazić ◽  
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Mathematics ◽  
Teaching Process ◽  
Inquiry Based Learning ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Key Competencies ◽  
Insight Into

Modern primary education, especially mathematics, requires constant innovation of teaching practice in order to modernize, rationalize, and efficiently the teaching process. Teaching mathematics should be experienced as a process that promotes learning with understanding, stimulates motivation, active learning, research, critical thinking, analysis, problem solving, drawing conclusions, exchange of experiences. The tendency to improve the quality of mathematics education has resulted in many studies pointing to the benefits of research-based mathematics (IN) teaching, known as inquiry-based learning (IBL), recognized as an essential way of organizing the teaching process to develop key competencies, abilities and skills in 21st century. Тhe aim of this paper is to see, based on a comprehensive theoretical analysis and the results of previous research. The created model of teaching mathematics based on research represents a useful framework for improving the quality of the process of teaching and learning mathematics, and empowers teachers in its application and affirmation, gaining insight into the way of organizing research learning.

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