scholarly journals Classification and Analysis of Pre-Service Teachers’ Errors in Solving Fermi Problems

2021 ◽  
Vol 11 (8) ◽  
pp. 451
Author(s):  
Carlos Segura ◽  
Irene Ferrando
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Prospective Teachers ◽  
Initial Teacher Education ◽  
Successful Implementation ◽  
School Teachers ◽  
Problem Context ◽  
Primary School Teachers ◽  
Modelling Process ◽  
Task Sequences

Fermi problems are useful for introducing modelling in primary school classrooms, although teachers’ difficulties in problem solving may hinder their successful implementation. These difficulties are associated with the modelling process, but also with the estimation and measurement skills required by Fermi problems. In this work, a specific categorization of errors for Fermi problems was established, and it allowed us to analyse the errors of N = 224 pre-service primary school teachers. The results showed that prospective teachers make a large number of errors when solving this type of task, especially conceptual ones, which are associated with the process of simplifying/structuring the real situation and the mathematization process. They also showed that there is a significant relationship between the characteristics of the problem context and the error categories. Knowing the types of errors that prospective teachers make and designing task sequences that make them emerge so that prospective teachers learn from them could be an effective way to improve initial teacher education in modelling and estimation problem solving.

scholarly journals PROSPECTIVE PRIMARY SCHOOL TEACHERS’ ACTIVITIES WHEN DEALING WITH MATHEMATICS MODELLING TASKS

2020 ◽  
Vol 11 (2) ◽  
pp. 301-318
Author(s):  
Floriano Viseu ◽  
Paula Mendes Martins ◽  
Laurinda Leite
Keyword(s):  
Primary School ◽  
Prospective Teachers ◽  
Mathematical Knowledge ◽  
Problem Situation ◽  
School Teachers ◽  
Primary School Teachers ◽  
Proportionality Constant ◽  
Training Courses ◽  
Teaching Of Mathematics ◽  
Analytical Expressions

The current teaching of mathematics is guided by recommendations that suggest the implementation of various activities in order to raise the understanding of mathematical knowledge. This diversity is related to the characteristics of the tasks proposed in the learning contexts. Among all tasks, the modelling ones call for the application of activities through different representations. So, it is important that teacher training courses promote experiences involving prospective teachers with this type of task. Based on this assumption, we intend to identify the activities that prospective primary school teachers perform in solving modelling tasks, the difficulties experienced in these tasks and the value of the models they determine. From the analysis of the resolutions of two tasks, we find that the prospective teachers translate the information of the data available in tables through graphs and analytical expressions. Some discuss models that determine which best fits the data. In the activities carried out, difficulties arise in determining the proportionality constant that best translates the problem situation, discussing the reasonableness of the values generated by the model, and sketching the graph of the model that best fits the experimental data. As for the usefulness of the model they determine, few prospective teachers are predicting outcomes.

scholarly journals Characterizing the Digital Culture of Prospective Primary School Teachers

2021 ◽  
Vol 2021 ◽  
pp. 1-13
Author(s):  
Youssef Ou-sekou ◽  
Fatiha kaddari ◽  
Abdelkarim Zaid
Keyword(s):  
Primary School ◽  
Prospective Teachers ◽  
Digital Culture ◽  
School Teachers ◽  
Digital Tool ◽  
Primary School Teachers ◽  
Pedagogical Content ◽  
Frequent Use ◽  
Content Preparation ◽  
Personal Use

This article aims at characterizing the digital culture of prospective Moroccan primary school teachers during their training. The study was conducted as a survey on a sample of prospective primary school teachers from Morocco. A descriptive frequency analysis was performed using SPSS. The results show that this digital culture is rooted more considerably in their personal use of different technological tools or resources. The article analyzes the resources of digital culture through the objectives of digital practices of prospective teachers and the motivations underlying their choice of a specific digital tool and practice. The digital practices of prospective teachers are marked by frequent use of social networks and a low tendency to make use of institutional platforms and their trainers’ blogs. The analysis highlights the nature of the environments, services, and digital resources manipulated by prospective teachers during their training. It also sheds light on the role of this digital culture in the content preparation activities of these potential teachers, as well as the resources produced by them and by their trainers. The preparation of pedagogical content often makes use of social network tools, while educational tools are in average use. Finally, the results show that these exchanges are dominated by WhatsApp, Google Drive, and e-mail; however, the use of the WhatsApp application is more prevalent when interacting with trainers.

Problem Solving for the Primary Grades

1982 ◽  
Vol 29 (6) ◽  
pp. 10-15
Author(s):  
James V. Bruni
Keyword(s):  
Problem Solving ◽  
Young Children ◽  
Primary School ◽  
Mathematics Instruction ◽  
Primary Grades ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Primary School Teachers ◽  
Primary Mathematics ◽  
Problem Solvers

“How can my children possibly be expected to do problem solving when they are only beginning to learn to read and to do basic arithmetic computation?” This is often the lament of primary-school teachers when urged to include problem solving in their mathematics programs. Developing problem-solving skills is often equated with training children to solve arithmetic word problems, but problem olving has a much broader meaning. It is not only possible for young children to become problem solvers but also, primary mathematics instruction can be organized to help develop problem-solving skills.

scholarly journals Tutor Support in the Ungraded School of the North

2020 ◽  
Vol 8 (SPE3) ◽  
Author(s):  
Nikolai Dmitrievich Neustroev ◽  
Anna Nikolaevna Neustroeva ◽  
Tuyaara Alekseevna Shergina ◽  
Alina Alekseevna Kozhurova
Keyword(s):  
Primary School ◽  
Educational Process ◽  
Civic Identity ◽  
Successful Implementation ◽  
School Teachers ◽  
Primary School Teachers ◽  
The North ◽  
North Eastern

The article describes a model for the formation of ethno-educational competence in primary school teachers, ethno-pedagogization of the educational process and the national civic identity as a condition for the successful implementation of the tasks of the new standard for primary school, and deals with the content and stages of the formation of bachelors’ ethno-educational competencies in future primary school teachers as exemplified by Ammosov North-Eastern Federal University.

scholarly journals Pre-service primary school teachers’ metacognitive awareness and beliefs about mathematical problem solving

2021 ◽  
Vol 6 (3) ◽  
pp. 239-259
Author(s):  
Alper Yorulmaz ◽  
Hümeyra Uysal ◽  
Halil Çokçaliskan
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Mathematical Problem ◽  
Metacognitive Awareness ◽  
Mathematical Problem Solving ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Primary School Teachers ◽  
Metacognitive Awareness Inventory ◽  
The Relationship

Metacognitive awareness is a variable that is thought to affect beliefs in  problem solving. When the literature is examined, it is seen that the studies mostly focus on metacognitive awareness and problem solving skills. Therefore, the aim is to determine pre-service primary school teachers’ metacognitive awareness and beliefs in mathematical problem solving. In this study, it is thought that it will contribute to the researches that will be carried out regarding the investigation of the relationship between metacognitive awareness and beliefs about problem solving and its implementation with pre-service primary school teachers. The study, designed as the correlational survey model, included a total of 284 pre-service primary school teachers attending a university in the Aegean Region of Turkey. The data were collected with the “Metacognitive Awareness Inventory” and the “Scale of Beliefs about Mathematical Problem Solving”. In the analysis, descriptive statistics, difference test, correlation and regression analyses were used. As a result, the pre-service primary school teachers’ metacognitive awareness was found to be high and their beliefs about mathematical problem solving were found to be medium. While metacognitive awareness was found to be not varying significantly by gender, beliefs about mathematical problem solving were found to be varying significantly by gender in favor of the male pre-service teachers. Moreover, a medium and significant correlation was found between metacognitive awareness and beliefs about mathematical problem solving. It was also found that metacognitive awareness explained 13% of the variance in the dependent variable of beliefs about mathematical problem solving.

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