scholarly journals The problem of distinguishing multiplicative from additive reasoning in primary school classroom context

2018 ◽  
Vol 6 (3) ◽  
pp. 100-112
Author(s):  
Odd Tore Kaufmann
Keyword(s):  
Primary School ◽  
Classroom Context ◽  
Additive Reasoning ◽  
School Classroom

scholarly journals Students´ reasoning on multiplication in primary school classroom context

2019 ◽  
Vol 8 (1) ◽  
pp. 6
Author(s):  
Odd Tore Kaufmann
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Strategy Use ◽  
Third Grade ◽  
Classroom Context ◽  
Multiplicative Reasoning ◽  
Strong Emphasis ◽  
School Classroom ◽  
Different Characteristics ◽  
Mathematical Relationships

This article investigates how students in third grade discuss and reason on multiplication when they first encounter that concept in the classroom context. By analysing the data from 24 classrooms focused on teaching and learning multiplication, the article aims at contributing to the research and conceptualisations about students´ reasoning and strategy use in multiplication. The analysis shows that some of the features within previous research are helpful in characterizing the students´ reasoning about multiplication. However, the data material also reveals new aspects of students´ reasoning multiplication in classroom settings. One aspect is how students reason about different characteristics of multiplication, and reason about the concept of multiplication in a more general way. They put it in a broader context by going beyond the actual example in which the activity takes place. The students have moved away from the actual example, shifting their attention towards a focus on mathematical relationships. Another aspect is how a strong emphasis on using addition when they work with multiplication, by for instance that some students may begin to use different sub-totals, can cause tensions in the discussions between the teacher and students. Results are discussed in relation to previous studies of students´ multiplicative reasoning and implications for practice are elaborated upon.

scholarly journals Gamification and Transmedia in Interdisciplinary Contexts: A Didactic Intervention for the Primary School Classroom

Heliyon ◽  
2021 ◽  
pp. e07374
Author(s):  
Mónica Ruiz-Bañuls ◽  
Isabel María Gómez-Trigueros ◽  
José Rovira-Collado ◽  
María Luisa Rico-Gómez
Keyword(s):  
Primary School ◽  
School Classroom

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

Teachers' use of information technology: observations of primary school classroom practice

1997 ◽  
Vol 49 (4) ◽  
pp. 97-107 ◽  
Author(s):  
Trevor W. Chalkley ◽  
David Nicholas
Keyword(s):  
Information Technology ◽  
Primary School ◽  
Classroom Practice ◽  
School Classroom

A Case Study Into the Effects of Implementing Web-Based Instructional Technology in a Primary School Classroom in Trinidad and Tobago

2021 ◽  
pp. 73-90
Author(s):  
Gena Mae Mohammed
Keyword(s):  
Primary School ◽  
Trinidad And Tobago ◽  
Student Behavior ◽  
Successful Implementation ◽  
Information Communication ◽  
Web Based ◽  
Technological Infrastructure ◽  
The Public ◽  
School Classroom

Redesigning teaching for the 21st century in Trinidad and Tobago involves several mechanisms to be put in place to ensure our students are equipped with competencies and skills to lead a sustainable life. One such mechanism is the implementation of computer and web-based technologies in the public primary school classroom. Traditionally, computers are not used within the classroom for learning; neither are computing nor Information Communication Technology (ICT) taught as subject areas. The case study presented in this chapter explores the effects of implementing web-based technology into classroom instruction. Specifically, it was implemented into the Language Arts classroom to help students to develop grammar skills in their writing tasks. The research found three effects: 1) an established technological infrastructure needs to be in place for successful implementation, 2) the role of technology on student learning, and 3) the influence of technology on student behavior in the classroom.

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