scholarly journals Opening tasks, opening minds – a rediscovery of the open-ended approach

2021 ◽  
Vol 52 (1) ◽  
pp. 181-195
Author(s):  
Kalina Jastrzębowska
Keyword(s):  
Teaching Methods ◽  
Design Research ◽  
Mathematics Learning ◽  
Freedom Of Speech ◽  
Mathematical Discourse ◽  
Early Childhood Mathematics ◽  
Primary School Students ◽  
School Students ◽  
Dialogic Teaching ◽  
New Concepts

Open-ended tasks are designed such that they may have more than one correct solution or may be solved in more than one way. Although such tasks constitute an irreplaceable tool for prompting young learners to be actively and creatively involved in mathematical discourse, their implementation poses a challenge. Primary school students in Poland are usually offered algorithmic and rote teaching methods and are thus very often deprived of important elements of successful mathematics learning. The ubiquitous teacher-centred approach dedicates little time to any contribution from learners. The aim of this design research was to implement a change in early childhood mathematics education. The change comprised students creating and/or solving open-ended tasks in groups, thus promoting dialogic teaching. The results confirmed that students who are challenged with openended tasks through dialogic teaching not only genuinely engage in their activities, develop a better number sense and flexibility of thinking, but also help each other gain a deeper understanding of new concepts. Captured in this research were the synergistic images of the beauty of children’s reasoning and the beauty of mathematics as an open subject – an incentive for others to begin their journey with freedom of speech for young mathematicians.

The Interplay Between Mathematical and Computational Thinking in Primary School Students’ Mathematical Problem-Solving Within a Programming Environment

2021 ◽  
pp. 073563312097993
Author(s):  
Zhihao Cui ◽  
Oi-Lam Ng
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Computational Thinking ◽  
Programming Environment ◽  
Primary School Students ◽  
School Students ◽  
Mathematical Concepts ◽  
Block Based

In this paper, we explore the challenges experienced by a group of Primary 5 to 6 (age 12–14) students as they engaged in a series of problem-solving tasks through block-based programming. The challenges were analysed according to a taxonomy focusing on the presence of computational thinking (CT) elements in mathematics contexts: preparing problems, programming, create computational abstractions, as well as troubleshooting and debugging. Our results suggested that the challenges experienced by students were compounded by both having to learn the CT-based environment as well as to apply mathematical concepts and problem solving in that environment. Possible explanations for the observed challenges stemming from differences between CT and mathematical thinking are discussed in detail, along with suggestions towards improving the effectiveness of integrating CT into mathematics learning. This study provides evidence-based directions towards enriching mathematics education with computation.

scholarly journals The power of dialogue and discovery

2018 ◽  
Vol 42 (3) ◽  
pp. 113-122
Author(s):  
Kalina Jastrzębowska
Keyword(s):  
Teaching Methods ◽  
Classroom Environment ◽  
Group Work ◽  
Mathematics Learning ◽  
Learning Opportunities ◽  
Innovative Teaching ◽  
Dialogic Teaching ◽  
The Relationship ◽  
Academic Year ◽  
Number Talks

Greater emphasis must be placed on activities that promote innovative teaching methods in early childhood mathematics education in Poland. Our classrooms offer algorithmic and rote teaching methods, depriving students of important elements of successful mathematics learning. The aim of this action research was to investigate the relationship between a classroom environment that allows for dialogue and discovery and young children’s input into problem solving. Teaching six classes of elementary school within one academic year gave the author the opportunity to examine how dialogic teaching combined with a growth mindset approach can transform the attainment of knowledge, understanding and skills of learners, and how modern practices like number talks, solving open-ended tasks and group work can unleash students’ potential and activate them as thinkers and reasoners. The results confirmed that students who are challenged and offered concept-based learning opportunities not only genuinely engage in their tasks, but also help each other with deeper understanding of the concepts. They can cooperate with teachers in the creation of a new classroom in which students’ voices are heard and discoveries take place.

scholarly journals Improving Students’ Vocabulary Mastery through TPR Storytelling

2016 ◽  
Vol 1 (1) ◽  
pp. 49
Author(s):  
Nuraeningsih Nuraeningsih ◽  
Rusiana Rusiana
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Second Graders ◽  
Foreign Language Teaching ◽  
Primary School Students ◽  
School Students ◽  
What Works ◽  
Meaningful Context ◽  
Physical Response ◽  
Language Teaching Methods

Teaching English for primary school students highly emphasizes on vocabulary. It is understandable since they are at the first stage of learning the language. Unfortunately, in many teaching practices, vocabulary is taught in an isolated way without the presence of meaningful context. Vocabularies are often given in the form of long list to be memorized. Actually, the aim of learning vocabulary is to equip the students to be ready to use the language (i.e. speaking). Therefore, here, Total Physical Response Storytelling (TPRS) is to meet with the students’ need. TPR Storytelling is one of foreign language teaching methods proposed by Blaine Ray of Bakersfield, California. Using TPR Storytelling (TPRS), teachers told two stories, Crocodile Tears and The Very Hungry Caterpillar and students acted those stories out. The research was conducted to know the influence of TPR Storytelling on the student’s vocabulary mastery. It elaborates what works and what does not work in implementing Total Physical Response Storytelling to teach vocabulary. To achieve the purpose of this research, a Classroom Action Research consisting of two cycles was conducted. The subjects of the research were Second Graders of SD in Kudus, Centra Java, Indonesia, with the number of 20 students. Three instruments were used to collect the data, i.e.: test, observation, & questionnaire. The result of the research shows that the use of TPRS can improve the students’ vocabulary mastery. The students’ responses on the use of TPRS are also positive. Therefore, teachers are expected to make use of other stories by considering vocabularies that meet with the syllabus and the students’ need with the support from the institution.

scholarly journals School Socio-Cultural Identity and Perceived Parental Involvement About Mathematics Learning in Greece

2015 ◽  
Vol 4 (3) ◽  
pp. 234 ◽  
Author(s):  
Andreas Moutsios-Rentzos ◽  
Petros Chaviaris ◽  
Sonia Kafoussi
Keyword(s):  
Parental Involvement ◽  
Cultural Identity ◽  
Quantitative Study ◽  
Primary Schools ◽  
Mathematics Learning ◽  
Primary School Students ◽  
School Students ◽  
Pedagogical Implication ◽  
And Gender

In this quantitative study we investigated the primary school students’ perceived parental involvement in mathematics with respect to different school socio-cultural identity as identified by the students’ ethnicity. 493 students attending the two last grades of three primary schools participated in the study. The role of the students’ grade and gender, as well as the mother/father contrast were also considered in the analyses. The findings of the study revealed both inter-school and intra-school divergences and convergences, thus suggesting the complex links between school identity and perceived parental involvement. More specifically, according to our results, the ‘multi-cultural’ seems to be linked with a more stable perceived parental involvement across different year groups and calendar years. The pedagogical implication of the findings are discussed.

scholarly journals Criteria, Indicators and Levels of Research of Future Teachers' Readiness for Organization of Dialogic Teaching for Primary School Students

2020 ◽  
Vol 7 (1) ◽  
pp. 112-121
Author(s):  
Kateryna Fomin
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Elementary School Teachers ◽  
Level Structure ◽  
Professional Activity ◽  
Primary School Students ◽  
Future Teachers ◽  
School Teachers ◽  
School Students ◽  
Dialogic Teaching

The article substantiates the necessity to study the criterion-content and level structure regarding the formation of readiness of future elementary school teachers to organize dialogic teaching. While creating the program of the experimental work the author has taken into account the basic postulations of psychological and pedagogical science, concerning the problem of the readiness of future specialists to organize dialogic teaching, professionalism of activity and communication and dialogic pedagogical communication. The article offers indicative criteria for studying the readiness of future elementary school teachers to organize dialogic teaching of students: need-motivational, cognitive, social-communicative, reflexive-value and operational-activity, as well as indicators of their detection. The levels of readiness of future elementary school teachers to organize dialogic training are determined - high, medium and low. The author presents the results of the empirical study of the state of students' readiness for dialogic teaching of primary school students according to the need-motivational criterion. The results of diagnostics of future teachers' motivation of achievement, understanding of their motivational structure of dialogic teaching, internal motivation of their readiness for self-development, resistance to external influences (in particular, results of ranking by the degree of importance of motives of future pedagogical professional activity) are presented. It is proved that the introduction into the process of training of primary school teachers of the author’s model allows to change substantially the motivation of future specialists for future professional activity.

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

2021 ◽  
Vol 15 ◽  
pp. 183449092199143 ◽  
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.

scholarly journals The Innovative Learning of Square and Rectangle using Macanan Traditional Indonesian Game

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Padhila Angraini ◽  
Rully Charitas Indra Prahmana ◽  
Masitah Shahrill
Keyword(s):  
Design Research ◽  
Mathematics Learning ◽  
Research Approach ◽  
School Students ◽  
Remote Areas ◽  
Design Learning ◽  
Starting Point ◽  
Fourth Grade Students ◽  
Innovative Learning ◽  
Experience Difficulty

Geometry is one of the essential mathematics materials, such as square and rectangle. However, most elementary school students experience difficulty in understanding it due to the abstractness of the geometric material. Furthermore, teachers teaching in the remote areas of Indonesia still encounter problems exploring this abstract material to make students understand caused by the limited learning resources. On the other hand, students in remote areas are familiar with traditional games, such as Macanan. Hence, the objective of this study is to design learning activities utilizing Macanan game in assisting students understand the concept of the perimeter and area of squares and rectangles for fourth-grade students. A design research approach was implemented and performed at one of the elementary schools in Jambi, Indonesia. The research results presented that Macanan could be a context for a starting point in this learning design of both square and rectangular learning. Employing this context, it would be fun, enjoyable, and easy to understand the perimeter and area of squares and rectangles for students. This game could be a context for teachers in remote areas in teaching geometry and be a reference for identifying other contexts which can make mathematics learning easy in remote areas.

scholarly journals The Effect of Magic Book to Increase Interest in Learning Mathematics of Primary School Students

2020 ◽  
Vol 3 ◽  
pp. 573-575
Author(s):  
MaghfirohIzza Maulani ◽  
Ashma Nur Hanifah Heninda Putri ◽  
Faddliyah ◽  
Afifatul Muslimah ◽  
Aji Pangestu
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Elementary School Students ◽  
Mathematics Learning ◽  
Complex Nature ◽  
Student Interest ◽  
Primary School Students ◽  
School Students ◽  
Learning Mathematics ◽  
Mathematical Formulas

Elementary School is a place to understand all learning for the next level, especially mathematics. Mathematics is also considered difficult by elementary school students because of its abstract and complex nature, especially with the large number of mathematical formulas, and its lack of interest in learning. So that student interest in learning is reduced. One interesting way to learn mathematics is by using learning media. This research introduces MagicBook contains a collection of formulas and mathematical games. This Magicbook is arranged in such a way with an attractive layout and color. Sources of data obtained from questionnaires and direct research on elementary school students in one of the lessons in Yogyakarta. The data of this study were analyzed descriptively quantitative and qualitative. The results showed that the magic book learning media can increase elementary school students' mathematics learning interest.the effect.

scholarly journals RESPON SISWA SD TERHADAP PEMBELAJARAN PENEMUAN BERBANTUAN ALAT PERAGA PADA MATERI VOLUM BALOK DAN KUBUS

2017 ◽  
Vol 1 (1) ◽  
pp. 140
Author(s):  
Jayanti Putri Purwaningrum
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Mathematics Learning ◽  
Primary School Students ◽  
School Students ◽  
Average Percentage ◽  
Qualitative Research Design ◽  
Learning Mathematics ◽  
Material Volume ◽  
Expository Teaching

Teacher at SDN 4 Puyoh Kudus District rarely make the learning process through learning discoveries aided props on the material Volume beams and cubes. This is due, they are accustomed to using expository teaching methods which place more emphasis on the process of delivering the material verbally from teacher to student. Thus, the response of the students in the learning of the discovery needs to be examined. This study aims to investigate the response of primary school students towards learning mathematics through learning discoveries aided props. This research uses descriptive qualitative research design in which the subject of the study was nineteen students. Data collection techniques are by using questionnaires, observation sheets, documentation and interviews. The results showed that the students showed a positive response tehadap mathematics learning using discovery learning props aided by the average percentage of students who responded positively to 82.11%. In addition, the activity of students during the learning process using the learning-aided invention nice props with an average percentage of 83% of student activity. Keywords: Response of primary school students, learning discovery, Viewer Tool  

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