Mathematical modelling in primary schools-advanced topics at elementary level

Mathematical modelling has often been emphasized at the secondary level, but more research is needed at the elementary level. This paper serves to summarize what is known about elementary mathematical modelling to guide future research. A targeted and general literature search was conducted and studies were summarized based on five categories: content of mathematical modelling intervention, assessment data collected, unit of analysis studied, population, and effectiveness. It was found that there were three main units of analysis into which the studies could be categorized: representational and conceptual competence, models created, and student beliefs. The main findings from each of these units of analysis are discussed along with future research that is needed.

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Elementary School Teachers’ Issues and Their Challenges in Education System

10.31219/osf.io/wyhne ◽

2019 ◽

Author(s):

Saedi Falih Katib ◽

Ahmed Yousif Al-Aqbi ◽

shun

Keyword(s):

Teacher Education ◽

Elementary Education ◽

Elementary School Teachers ◽

Primary Schools ◽

Personality Development ◽

Elementary Level ◽

Important Place ◽

Use Of Technology ◽

System P ◽

Poor Concentration

The teachers in primary schools continue to balance the encouragement of individuality and self-direction with the development of interdependence and empathy. So, the Elementary education is an important place in the educational system of a developing country. The entire growth and development of the child, mental as well as physical, depends upon Elementary education. Today’s most of the parents complain about poor concentration of their children during study. The whole system of education revolves around the teachers. The teachers appointed in elementary schools are neither well-qualified not well trained. So we have to work for teacher education institutions, their (pupil teachers) knowledge for subject matter and use of technology, personality development specially endurance behavior, non-attending enrolments, infrequent innovations, curriculum modifications, imagined laboratories. Aim of this paper to explain the problems of teacher education which will prospect efficient teacher at elementary level. The article concludes with thoughts on some promising directions for the improvement of the field of teacher education. Available online at https://int-scientific-journals.com

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Developing Teacher Competencies Through Videos for Facilitation of Mathematical Modelling in Singapore Primary Schools

Cases of Mathematics Professional Development in East Asian Countries ◽

10.1007/978-981-287-405-4_3 ◽

2015 ◽

pp. 15-38

Author(s):

Kit Ee Dawn Ng ◽

Wanty Widjaja ◽

Chun Ming Eric Chan ◽

Cynthia Seto

Keyword(s):

Mathematical Modelling ◽

Primary Schools ◽

Teacher Competencies

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Dropout Rate at Elementary Level in Two Primary Schools of Backward Area, Paschim Medinipur, West Bengal: A Comparative Approach

American Journal of Educational Research ◽

10.12691/education-2-12-25 ◽

2014 ◽

Vol 2 (12) ◽

pp. 1288-1297

Author(s):

Mrityunjoy Jana ◽

Ansar Khan ◽

Soumendu Chatterjee ◽

Nityananda Sar ◽

Arosikha Das

Keyword(s):

Primary Schools ◽

West Bengal ◽

Dropout Rate ◽

Comparative Approach ◽

Elementary Level

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EVALUASI PROGRAM IMPLEMENTASI PEMBELAJARAN TEMATIK TERPADU PADA SEKOLAH DASAR NEGERI (SDN) SE-KECAMATAN MENES KABUPATEN PANDEGLANG–BANTEN

Jurnal Tunas Bangsa ◽

10.46244/tunasbangsa.v7i1.973 ◽

2020 ◽

Vol 7 (1) ◽

pp. 16-33

Author(s):

Yayan Sopian ◽

Totok Bintoro ◽

Riana Bagaskorowati

Keyword(s):

Data Analysis ◽

Primary Schools ◽

Core Competencies ◽

Elementary Level ◽

Natural Setting ◽

Curriculum Structure ◽

Basic Competencies ◽

Observation Matrix ◽

Natural Settings ◽

Thematic Learning

The purpose of this study was to determine the implementation of integrated thematic learning at the elementary level through the application of the Stake's Countenance model, knowing the suitability of the implementation of integrated Thematic learning at the elementary level, knowing the factors that hindered the implementation of integrated Thematic learning at the elementary level. The study was conducted at SDN in Menes Sub district, Pandeglang Regency from March to June in 2019. This research study rests on the results of qualitative research with descriptive methods. The research model uses Countenance Stake. Data sources are obtained from natural settings. This study uses data collection techniques as follows, namely: (1) documentation study, (2) observation, (3) interview. Qualitative data analysis of the scanning process is done by scanning the standard intended matrix based on logical contingency, which includes antecedents, transactions, and outcomes. Then scan the standard observation matrix based on logical contingency, which also includes antecedents, transactions, and outcomes. Based on data analysis it was found that learning was carried out by applying integrated thematic learning, but in the formulation of curriculum structure, the formulation of core competencies and basic competencies including assessment emphasized the application of learning to the subject approach. The inconsistency of this policy has led to doubts in primary schools including Menes Sub district of Menes in implementing integrated thematic learning, not reflecting the application of integrated thematic learning, and the inconsistency of existing policies and inability of existing human resources, both educators, principals, and school supervisors in carrying out thematic learning. Abstrak Tujuan penelitian ini untuk mengetahui pelaksanaan pembelajaran tematik terpadu jenjang SDmelalui penerapan model Countenance Stake, mengetahu tingkat kesesuaian pelaksanaan pembelajaran Tematik terpadu jenjang SD, mengetahui faktor-faktor yang menghambat pelaksanaan pembelajaran Tematik terpadu jenjang SD. Penelitian dilakukan di SDN di wilayah Kecamatan Menes, Kabupaten Pandeglang dari bulan Maret sampai dengan Juni Tahun 2019. Studi peneilitian ini berpijak pada hasil penelitian kualititatif dengan metode deskriptif. Model penelitian menggunakan Countenance Stake. Sumber data diperoleh dari situasi yang wajar (natural setting). penelitian ini menggunakan teknik pengumpulan data sebagai berikut, yaitu: (1) studi dokumentasi, (2) observasi, (3) wawancara. Analisis data kualitatif proses scanning dilakukan melalui scanning matrik standard intended berdasarkan logical contingency, yang meliputi antecedent, transaction, dan outcomes. Kemudian melakukan scanning matrik standard observasi berdasarkan logical contingency, yang juga meliputi antecedent, transaction, dan outcomes. Berdasarkan analisis data ditemukan bahwa pembelajaran dilaksanakan dengan menerapkan pembelajaran tematik terpadu, namun dalam rumusan struktur kurikulum, rumusan kompetensi inti dan kompetensi dasar termasuk penilaian menekankan penerapan pembelajaran dengan pendekatan mata pelajaran. Inkonsistensi kebijakan inilah yang menyebabkan di sekolah dasar termasuk SDN Kecamatan Menes mengalami keraguan dalam menerapkan pembelajaran tematik terpadu, belum mencerminkan penerapan pembelajaran tematik terpadu, dan ketidakkonsistenan kebijakan yang ada dan ketidakmampuan sumber daya manusia (SDM) yang ada, baik pendidik, kepala sekolah, dan pengawas sekolah dalam melaksanakan pembelajaran tematik. Kata Kunci: Model Evaluasi Countenance Stake, Pembelajaran Tematik

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Exemplifying a Model-Eliciting Task for Primary School Pupils

Southeast Asian Mathematics Education Journal ◽

10.46517/seamej.v1i1.11 ◽

2011 ◽

Vol 1 (1) ◽

pp. 65-74

Author(s):

Chan Chun Ming Eric ◽

Wanty Widjaja ◽

Ng Kit Ee Dawn

Keyword(s):

Education Research ◽

Mathematics Education ◽

Mathematical Modelling ◽

Primary School ◽

Real World ◽

Primary Schools ◽

Mathematics Classroom ◽

Mathematics Education Research ◽

Primary School Pupils ◽

Real World Problems

Mathematical modelling is a field that is gaining prominence recently in mathematics education research and has generated interests in schools as well. In Singapore, modelling and applications are included as process components inrevised 2007 curriculum document (MOE, 2007) as keeping to reform efforts. InIndonesia, efforts to place stronger emphasis on connecting school mathematicswith real-world contexts and applications have started in Indonesian primary schools with the Pendidikan Realistik Matematik Indonesia (PMRI) movement a decade ago (Sembiring, Hoogland, Dolk, 2010). Amidst others, modelling activities are gradually introduced in Singapore and Indonesian schools to demonstrate the relevance of school mathematics with real-world problems. However, in order for it to find a place in the mathematics classroom, there is aneed for teacher-practitioners to know what mathematical modelling and what amodelling task is. This paper sets out to exemplify a model-eliciting task that has been designed and used in both a Singapore and Indonesian mathematicsclassroom. Mathematical modelling, the features of a model-eliciting task, and its potential and advice on implementation are discussed.

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Mathematical modelling of metabolism

Current Opinion in Plant Biology ◽

10.1016/s1369-5266(00)00072-8 ◽

2000 ◽

Vol 3 (3) ◽

pp. 249-253 ◽

Cited By ~ 31

Author(s):

C Giersch

Keyword(s):

Mathematical Modelling

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Time-Based Prospective Memory in Schoolchildren

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000053 ◽

2011 ◽

Vol 219 (2) ◽

pp. 92-99 ◽

Cited By ~ 15

Author(s):

Babett Voigt ◽

Ingo Aberle ◽

Judith Schönfeld ◽

Matthias Kliegel

Keyword(s):

Primary School ◽

Prospective Memory ◽

Age Differences ◽

Memory Retrieval ◽

Primary Schools ◽

School Age Children ◽

School Age ◽

Older Children ◽

Strategic Monitoring ◽

Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

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