scholarly journals Integration of mathematics and informatics by means of geometry in primary school

2020 ◽  
pp. 142-156
Author(s):  
Olga V. Gavrilina
Keyword(s):  
Primary School ◽  
Computer Science ◽  
Primary Schools ◽  
Elementary Mathematics ◽  
Research Process ◽  
Subject Area ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Computer Knowledge ◽  
Scientific Worldview

The article outlines the relevance of using geometric material as a means of integrating elementary school mathematics and computer science education. Peculiarities of teaching junior schoolchildren elements of geometry are considered. The analysis of mathematics and informatics programs in terms of geometric material content in the elementary mathematics course is carried out. The criteria for selecting the content of geometric material aimed at integrating elementary mathematics and computer science selected in the research process have been illustrated. A set of geometric tasks is presented, aimed at optimising the learning process and improving the quality of knowledge in the subject area of „Mathematics and Computer Science” when integrating primary school mathematics and computer science teaching. The study was based on an analysis of the psychological, pedagogical and methodological literature on the problem under study. The possibility of integrating mathematics and informatics by means of geometry in primary schools to make inter-subject connections was theoretically justified and practically confirmed. The integration of mathematics and computer science contributes to the implementation of inter-subject connections, since the student simultaneously uses knowledge from the field of mathematics, computer science, and computer knowledge. This leads to the formation of a scientific worldview.

scholarly journals Context Variation and Syntax Nuances of the Equal Sign in Elementary School Mathematics

2019 ◽  
Vol 19 (4) ◽  
pp. 415-429 ◽  
Author(s):  
Chronoula Voutsina
Keyword(s):  
Elementary School ◽  
Conceptual Framework ◽  
Elementary Mathematics ◽  
School Mathematics ◽  
Future Research ◽  
Equal Sign ◽  
Elementary School Mathematics ◽  
Context Specific ◽  
Structural Aspects

Abstract Existing research suggests that young children can develop a partial understanding of the equal sign as an operator rather than as a relational symbol of equivalence. This partial understanding can be the result of overemphasis on canonical equation syntaxes of the type a + b = c in elementary school mathematics. This paper presents an examination of context and syntax nuances of relevant sections from the grade 1 Greek series of textbooks and workbooks. Using a conceptual framework of context variation, the analysis shows qualitative differences between equations of similar syntax and provides a nuanced determination of contextual and structural aspects of ‘variation’ in how the equal sign is presented in elementary mathematics. The paper proposes that since equations have context-specific meanings, context variations should constitute a separate element of analysis when investigating how the equal sign is presented. The implication for practice and future research is that nuanced considerations of equation syntax within varied contexts are needed for elaborating analyses of the equal sign presentation that move beyond dichotomized categorizations of canonical/non-canonical syntaxes.

Research on mathematics education, Grades K-8, for 1967

1968 ◽  
Vol 15 (6) ◽  
pp. 531-538
Author(s):  
C. Alan Riedesel ◽  
Marilyn N. Suydam ◽  
Len Pikaart
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Elementary Mathematics ◽  
School Mathematics ◽  
Elementary Mathematics Education ◽  
Elementary School Mathematics ◽  
University Of Wisconsin ◽  
The University

This is the eleventh of a series of annual listings of research concerned with elementary school mathematics. During the very important period of change in elementary mathematics education from 1957 to 1966 the summaries were compiled by Dr. J. Fred Weaver of the University of Wisconsin.1 We hope that this listing will prove to be as valuable as the previous ones.2

scholarly journals The Autism Friendly School

2021 ◽  
Author(s):  
Timothy Hansen
Keyword(s):  
Literature Review ◽  
Focus Groups ◽  
Primary School ◽  
Learning Environments ◽  
Primary Schools ◽  
Research Process ◽  
Autism Spectrum ◽  
Primary Data ◽  
Design Guide ◽  
Design Of Learning Environments

<p><b>Children on the autism spectrum often struggle to cope with over-stimulating environments (Tufvesson and Tufvesson, 2009) (Gaines et al., 2014) (McAllister, 2010). This can make learning in mainstream primary schools difficult, as students risk being excluded from learning activities. This research suggests that adjustments to mainstream primary school classrooms are necessary to improve learning outcomes and asks, how can the mainstream primary school provide better learning environments for students on the spectrum?</b></p> <p>A literature review and analysis of precedent studies provide the background for this research. Surveys of existing classrooms, questionnaires, and focus groups with teachers are the primary data sources. Design is a vital component of the research process and an essential tool for generating discussion in the focus groups.</p> <p>Analysis of the primary data, together with findings from the literature review and precedent studies, are brought together to inform the development of a design guide. This guide is tested through the formulation and iteration of numerous design proposals, focusing on the remodelling of classrooms in existing primary schools in NZ. Design proposals for new learning environments are also developed and discussed.</p> <p>The outcome of this research is a design guide that will be essential reading for those involved in the provision and design of learning environments in New Zealand primary schools. It is envisaged that not only students on the autism spectrum will be positively impacted by implementing the architectural solutions outlined in the guide, but all students will benefit.</p>

scholarly journals Evaluation of teachers' views on the use of learning technologies in mathematics lessons in preschool and primary schools

2021 ◽  
Vol 13 (4) ◽  
pp. 707-720
Author(s):  
Kinzhibayeva Fariza ◽  
Akpayeva Assel ◽  
Yergalieva Gulzhan ◽  
Mynzhassarova Marzhangul
Keyword(s):  
Mathematics Education ◽  
Primary School ◽  
Primary Schools ◽  
Structured Interview ◽  
Learning Technologies ◽  
School Mathematics ◽  
Learning Methods ◽  
Primary School Mathematics ◽  
Use Of Technology ◽  
Methods And Techniques

The purpose of this research is to evaluate the problems encountered in the process of realizing the continuity of preschool and primary school mathematics education and to determine the use of technology in mathematics education in line with the opinions of teachers. The research is a phenomenological study within the scope of qualitative research method. The research was conducted with 40 classroom teachers working in various primary schools in the province of Almaty, Kazakhstan, in the 2020-2021 academic year. The research data were collected with a semi-structured interview form prepared by the researcher and consisting of five open-ended questions, and analyzed with the descriptive method. As a result of the research, students were found to be prejudiced against the course, and the inadequacy of course materials, learning methods and techniques, and course activities were shown as the reasons that negatively affect education. In addition, it has been determined that the rate of teachers to prefer classical methods in education is much higher than new learning methods and techniques and use of technology. Keywords: Mathematics; mathematics education; preschool mathematics education; primary school mathematics education; teachers’ opinion.

FEATURES OF STUDYING THE SECTION "MULTIPLIERS. THE ELEMENTS OF LOGIC" IN THE COURSE OF PRIMARY SCHOOL MATHEMATICS ON THE UPDATED CONTENT OF EDUCATION

2021 ◽  
Vol 73 (1) ◽  
pp. 42-49
Author(s):  
M.Zh. Мynzhasarova ◽  
◽  
A.B. Akpaeva ◽  
L.A. Lebedeva ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
School Mathematics ◽  
Educational Goals ◽  
Mathematical Education ◽  
Special Role ◽  
Logical Thinking ◽  
School Students ◽  
Elementary School Mathematics ◽  
Independent Work

This article discusses the features of studying the topics of the section "Set. Elements of Logic" in the course of elementary school mathematics. The analysis of the content of the program and its implementation in the textbook "Mathematics" is given. The article describes the features of the updated content of mathematical education in primary classes. The role of the "Set. Elements of logic" in the development of logical thinking of primary school students. A feature of studying the section "Set. Elements of Logic" is that a system of exercises has been developed that implement the formation of thinking techniques. The analysis of the proposed system of exercises in the implementation of the educational goals of this section is carried out. When developing the system of exercises, the age-specific features of the students ' thinking development were taken into account. In the organization of work with the system of exercises, the ways of increasing the mental activity of students, the development of independent work were considered. A special role in the development of logical thinking of students is also occupied by logical tasks presented in the category "You are a researcher".

Problem-solving activities observed in British primary schools

1969 ◽  
Vol 16 (1) ◽  
pp. 34-38
Author(s):  
Rose Grossman
Keyword(s):  
Teacher Training ◽  
Problem Solving ◽  
Primary School ◽  
Primary Schools ◽  
School Mathematics ◽  
Ministry Of Education ◽  
Low Socioeconomic ◽  
Primary School Mathematics ◽  
Teacher Training College

The object of a trip to England was to visit schools that were actively involved in teach ing innovative primary school mathematics programs. We met with Dr. Geoffrey Matthews, Director of the Nuffield Mathematics Project, who had worked with the Ministry of Education in planning visits to schools in various parts of greater London, Bristol, and Cambridge, including schools in high, medium, and low socioeconomic areas, visits to Teachers Centres, and a visit to a teacher training college.

Reducing high levels of communication apprehension among primary schoolstudents: Can teachers make a difference?

1999 ◽  
Vol 9 (2) ◽  
pp. 129-146
Author(s):  
Margaret-Anne Carter ◽  
Brian Hansford
Keyword(s):  
Action Research ◽  
Primary School ◽  
Case Studies ◽  
Primary Schools ◽  
Communication Apprehension ◽  
Research Process ◽  
School Students ◽  
Student Dialogue ◽  
Semistructured Interviews ◽  
Dialogue Journaling

This study, conducted over a 20 week period, focused on a group of primary school teachers as they implemented a variety of intervention actions, within their class programs, directed towards supporting the reduction of high levels of communication apprehension (CA) among students. Six teachers and nine students, located across three primary schools, six class groups, and four year levels, participated in the study.An action research paradigm incorporating a series of case studies was used to describe each teacher's journey as he/she responded to the diverse needs of individual students with high CA levels. The principal data collection methods used in this study included the Personal Report of Communication Fear (PRCF) scale, semistructured interviews, and dialogue journaling. The PRCF scale was used as a screening tool to identify students experiencing high levels of CA.Semistructured interviews, conducted by the researcher at the beginning and conclusion of the action research process, provided valuable information relevant to each student. Dialogue journaling was the medium by which teachers engaged in written discourse with the researcher, discussing the growth, development, and progress of individual students. Entries in dialogue journals comprised a significant component of each teacher's case study.Six case studies document the teacher's action research journey. These case studies recount the teacher's perceptions of their endeavours to minimise the problems that arise with primary school students experiencing high CA levels. In particular, they highlight the fact that teachers are faced with diverse problems and plan to resolve these in different ways.

scholarly journals Pendampingan Pembuatan dan Penggunaan Alat Peraga Dakota Pada Pembelajaran FPB dan KPK

2018 ◽  
Vol 8 (1) ◽  
pp. 66
Author(s):  
Ana Istiani ◽  
Yunni Arnidha
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Elementary Mathematics ◽  
School Mathematics ◽  
Learning Material ◽  
School Teachers ◽  
Learning Materials ◽  
Elementary School Mathematics

The application of character learning to elementary mathematics requires certain techniques. In the mathematics of elementary school teachers should use abstract media. Problems that arise in elementary school mathematics teacher in Kecamatan Negeri Katon is lack of knowledge in using props, in this case on FPB material and KPK. In addition, teachers are still confused in choosing the props that should be used on every learning material. To overcome this is used DAKOTA props that can facilitate students' understanding in learning FPB and KPK materials. The method used in this devotion is the making of DAKOTA props using rigid boards. From the results of this devotion activity obtained the spirit of mathematics teachers and the emergence of ideas to make props on other learning materials.

scholarly journals The Autism Friendly School

2021 ◽  
Author(s):  
Timothy Hansen
Keyword(s):  
Literature Review ◽  
Focus Groups ◽  
Primary School ◽  
Learning Environments ◽  
Primary Schools ◽  
Research Process ◽  
Autism Spectrum ◽  
Primary Data ◽  
Design Guide ◽  
Design Of Learning Environments

<p><b>Children on the autism spectrum often struggle to cope with over-stimulating environments (Tufvesson and Tufvesson, 2009) (Gaines et al., 2014) (McAllister, 2010). This can make learning in mainstream primary schools difficult, as students risk being excluded from learning activities. This research suggests that adjustments to mainstream primary school classrooms are necessary to improve learning outcomes and asks, how can the mainstream primary school provide better learning environments for students on the spectrum?</b></p> <p>A literature review and analysis of precedent studies provide the background for this research. Surveys of existing classrooms, questionnaires, and focus groups with teachers are the primary data sources. Design is a vital component of the research process and an essential tool for generating discussion in the focus groups.</p> <p>Analysis of the primary data, together with findings from the literature review and precedent studies, are brought together to inform the development of a design guide. This guide is tested through the formulation and iteration of numerous design proposals, focusing on the remodelling of classrooms in existing primary schools in NZ. Design proposals for new learning environments are also developed and discussed.</p> <p>The outcome of this research is a design guide that will be essential reading for those involved in the provision and design of learning environments in New Zealand primary schools. It is envisaged that not only students on the autism spectrum will be positively impacted by implementing the architectural solutions outlined in the guide, but all students will benefit.</p>

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