scholarly journals Early Mathematics Learning and Teaching in Chinese Preschools: A Content Analysis of Teaching Reference Books for Preschool Teachers

Mathematics ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 10
Author(s):  
Jin Sun ◽  
Han Qin ◽  
Kerry Lee ◽  
Alfredo Bautista ◽  
Qiaoping Zhang
Keyword(s):  
Content Analysis ◽  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Learning ◽  
Real Life ◽  
Mathematical Concepts ◽  
Early Mathematics ◽  
Learning And Teaching ◽  
Leading Role ◽  
Major Teaching

Since the 1980s, Chinese children have consistently been found to perform well in mathematics in cross-national studies of academic achievement. This study is one of the first to systematically examine Chinese children’s early mathematics learning experiences through a content analysis of eight sets of preschool teacher’s teaching reference books that are commonly used in China. A total of 2038 mathematics activities were selected from these classic teaching reference books and analyzed in terms of (i) suggested teaching approaches, (ii) the mathematical concepts covered, and (iii) their integration of a problem-solving component. The results showed that early mathematics teaching in Chinese preschools emphasize the mastery of key mathematical concepts and skills, while less attention is paid to the application of these key concepts in real-life and non-routine problem-solving settings. Collective teaching was found to be the major teaching mode for early mathematics activities in Chinese preschools, with teachers playing a leading role in the collective teaching activities described in the reference books. However, the teacher’s role is not described in detail in the learning corner activities, and few activities were found to integrate a problem-solving component. The implications of these findings for early mathematics education and the need for a more comprehensive review of mathematics education from the pre-primary to secondary stages are discussed.

A Forum for Researchers: Recent Cooperative Research concerning the Acquisition of Spatial and Geometric Concepts

1977 ◽  
Vol 8 (4) ◽  
pp. 317-320
Author(s):  
Richard Lesh
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Teaching Strategies ◽  
Working Group ◽  
Research Effort ◽  
Cooperative Research ◽  
Mathematical Concepts ◽  
Learning And Teaching ◽  
Geometric Concepts ◽  
Significant Research

In the spring of 1975, the Georgia Center for the Study of Learning and Teaching in Mathematics (GCSLTM) sponsored a series of five research workshops involving (a) teaching strategies in mathematics, (b) number and measurement concepts, (c) space and geometry concepts, (d) models for learning mathematical concepts, and (e) problem solving. This fo rum is a discussion of the activities of the working group that developed from the space and geometry workshop. The existence of a successful, nonfunded, multi-institutional, cooperative research effort is in itself a significant research innovation in mathematics education.

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 Improving students’ mathematical logical intelligence through the online-based integration of local wisdom of Sulapa Eppa Walasuji

2021 ◽  
Vol 12 (2) ◽  
pp. 283-294
Author(s):  
A. Nurannisa F.A ◽  
Andi Muhammad Irfan Taufan Asfar ◽  
Andi Muhamad Iqbal Akbar Asfar ◽  
Adji Syaifullah
Keyword(s):  
Problem Solving ◽  
Effect Size ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Real Life ◽  
Control Group ◽  
Control Group Design ◽  
Problem Solving Skills ◽  
Quasi Experimental ◽  
Design Type

Mathematical logical intelligence is one of the skills that are needed in the 21st century related to mathematical problem-solving skills. The importance of this skill is not in line with the facts on the ground, where students are still weak in counting and using logic in problem solving. The purpose of this research is to improve students’ mathematical logical intelligence through the online-based integration of local wisdom of Sulapa Eppa Walasuji. Sulapa Eppa Walasuji is one of the Bugis-Makassar local wisdoms with a unique pattern, appropriate to be used as a medium for learning transformation of geometry. Through the integration of local wisdom, Sulapa Eppa Walasuji can create contextual mathematics learning, so that students can easily understand the material by connecting real-life concepts. This research includes experimental research with a quasi-experimental design of the nonequivalent control group design type. The research instrument used was a mathematical logical intelligence test consisting of five essay questions. The data analysis used is descriptive statistics with gain score and effect size testing. The results showed that the mathematical logical intelligence of experimental class students increased by 43.16 with the effective contribution of the r effect size being 0.910. This indicates that the online-based integration of Sulapa Eppa Walasuji can improve students’ mathematical logical intelligence. 

Language Activities That Promote Awareness of Mathematics

1988 ◽  
Vol 36 (4) ◽  
pp. 6-9
Author(s):  
James S. Cangelosi
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Real World ◽  
Real Life ◽  
National Council ◽  
Life Meaning ◽  
The Real ◽  
Education Literature ◽  
Teaching Of Mathematics ◽  
Primary Focus

Developing students' abilities to rcason with mathematics and apply mathematics to the solution of problems occurring in the real world hould be a primary focus of school mathematics (National Council of Teachers of Mathematics 1980). However, most mathemati cal curricula seem to place more emphasis on memorization of fact and algorithm than on reasoning and problem solving (Romberg and Carpenter 1986). The mathematics education literature abound with ideas for reversing the emphasis on memorization and for guiding the teaching of mathematics so that it has real-life meaning for children. Included among the idea are the following:

scholarly journals PENGARUH PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) TERHADAP PENINGKATAN PEMAHAMAN KONSEP MATEMATIS PESERTA DIDIK DI SEKOLAH DASAR

2021 ◽  
Vol 7 (01) ◽  
pp. 140-162
Author(s):  
Ina Marlina ◽  
Linda Fuziawati
Keyword(s):  
Mathematics Education ◽  
Everyday Life ◽  
Quantitative Research ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
Mathematical Concepts ◽  
Significance Level ◽  
Quantitative Research Methods ◽  
Average Value ◽  
Realistic Mathematics

This research is motivated by the lack of understanding of students' mathematical concepts in mathematics which is caused by a lack of motivation to learn in students and the lack of material connection with everyday life. Mathematics learning really needs to be learned by students because Mathematics has an important purpose to meet practical needs related to the development of students' abilities to use mathematics in everyday life, such as counting which is often experienced by students and can develop the ability to calculate weight. and content. Although Mathematics is considered important to learn, not a few students feel that Mathematics is difficult to master, so it is considered boring and makes students' interest in learning in Mathematics considered low. Based on the PISA annual study survey, the Indonesian Mathematics competency has decreased from 386 points in 2015 to 379 points in 2018 with an OECD average of 489. The benefits of studying Mathematics are used to make transactions in trade. One way to make mathematics more understandable is to use the Realistic Mathematics Education (RME) approach so that students can learn more realistically. The purpose of this study was to determine the increase in students' understanding of mathematical concepts using the Realistic Mathematics Education (RME) approach and whether there were changes that occurred after the treatment using this approach. This research was conducted with quantitative research methods and the research design of One Groups Pretest-Posttest Design. The subject of this research is class IV with a total of 28 students at SDN Curugrendeng II. The instrument used is a written test with a total of 10 questions. Calculation of data processing using Microsoft Office Excel 2007 and using IBM SPSS Statistics 22 with a significance level of 0.05. The results of this study indicate that there is an increase in students' understanding of mathematical concepts with an average value of 0.691 which is included in the medium category. Thus, the understanding of mathematical concepts of students using the Realistic Mathematics Education (RME) approach changes from before the action to the final score after the action. done. And there is an effect of the Realistic Mathematics Education (RME) approach on students' understanding of mathematical concepts by showing the results of sig.(2-tailed) 0.000 <0.05, which means H_1 is accepted so that this Realistic Mathematics Education (RME) approach can be applied to learning Mathematics in Primary school.

scholarly journals E-Learning of Mathematics- A New Trend of Learning in 21st Century During Covid-19 Pandemic

2021 ◽  
Vol 9 (12) ◽  
pp. 736-739
Author(s):  
Reenu Kumari
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Mathematics Learning ◽  
Mathematical Activity ◽  
Online Mode ◽  
Mathematical Problems ◽  
Private And Public ◽  
E Learning

Abstract: The goal of this study is to highlight current breakthroughs in digital technology research in the subject of mathematics education. The Covid-19 outbreak in 2020 turned both private and public life on its head. Higher education institutions all across the world were forced to switch their teaching and learning online on very short notice. As a result, many types of software like Google Meet, MS teams, Zoom and WebEx, etc. have been developed to help teachers and students communicate more effectively. Problem-solving is a characteristic of mathematical activity and an essential component of the development of mathematical and analytical skills. The capacity to answer a broad variety of complicated mathematical problems is a major goal of mathematics education and learning. However, the process of problem-solving in online mode has not received the attention it deserves, because many professors are uncomfortable with it. As a result, problemsolving as a method and skill is not taught as an intrinsic component of the mathematics learning process by instructors. Qualitative methodology is a technique used for this study. The purpose of this study is to reveal the roles and significance of mathematics teaching and learning via the use of technology applications (E-learning). Keywords: Mathematics, COVID-19, E-learning, Education

Surveying Current Research on Young Children's Mathematical Learning

2016 ◽  
Vol 47 (3) ◽  
pp. 312-316
Author(s):  
Amanda L. Miller ◽  
Jeffrey E. Barrett
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Theoretical Orientation ◽  
Mathematics Learning ◽  
Mathematics Education Research ◽  
Development Programs ◽  
Reading Groups ◽  
Early Mathematics ◽  
Interactive Instruction ◽  
Early Mathematics Education

In Reconceptualizing Early Mathematics Learning, editors Lyn English and Joanne Mulligan present a widely varying collection of research and initiatives within the field of early mathematics education research, providing a thoughtful argument for further investment and work in this developing field of study. Among the diverse contributions to this volume, the editors have included (a) a narration of how the historical development of research in sociology, philosophy of education, mathematics, and the sciences contributes to the present perspectives and theoretical orientation of early childhood researchers, (b) a report of the use of iPad technology that provides interactive instruction for young children learning about number, and (c) a survey of several professional development programs that emphasize young learners' awareness of structure in mathematical settings. The collection of research reported here provides a lively engagement with some important topics in early mathematics education research. One challenge for an edited collection of reports from a given field is organizing it along themes in a sequence that helps the reader understand the trends and issues. Rather than reading the book from cover to cover, we suggest reading groups of chapters identified by theme.

Telegraphic Reviews

1982 ◽  
Vol 13 (3) ◽  
pp. 239-240
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Conference Proceedings ◽  
Mathematics Learning ◽  
Spatial Visualization ◽  
British Council ◽  
Local Schools ◽  
University Of Technology ◽  
Education Centre ◽  
The University

The Mathematics Education Centre (MEC) is a successor of the Mathematics Learning Project and was funded by the British Council in 1978 and 1979 and by the University of Technology since 1980. The MEC supports educational research at all levels and provides assistance to local schools. The papers presented at their first conference include reports on spatial visualization, attitudes, problem solving, calculators, measurement, language factors, computers, algebra, and several other topics. The conference proceedings include a nearly complete list of MEC reports on special topics of interest to mathematics education researchers.

A Teacher's Journal: Large-Scale Family Math Nights: A Primer for Collaboration

2004 ◽  
Vol 10 (5) ◽  
pp. 254-257
Author(s):  
Joan Yares Schussheim
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Learning Environments ◽  
Large Scale ◽  
Mathematics Learning ◽  
Concept Development ◽  
Learning Mathematics ◽  
Mathematics Games ◽  
New Challenges ◽  
Risk Takers

NCTM's vision for mathematics in the new millennium includes an invitation to parents to become partners in the mathematics education of their children (NCTM 2000). Encouraging families to become problem-solving risk takers as they turn daily mathematics moments into mathematics events, to establish learning environments at home, and to informally work together on mathematics games and concept development are positive goals for all educators. The purpose of our school's Family Math Night is to provide a friendly, nonthreatening environment for teachers to initiate a dialogue, demystify a subject, and share new challenges; the event is about mathematics learning, mathematics sharing, and having fun with mathematics.

Mathematics Education at Universiti Teknologi Malaysia (UTM): Learning from Experience

2012 ◽  
Author(s):  
Yudariah Mohd Yusof ◽  
Roselainy Abdul Rahman
Keyword(s):  
Mathematics Education ◽  
Mathematics Learning ◽  
Virtual Education ◽  
Access To Education ◽  
Learning From Experience ◽  
Learning And Teaching ◽  
The Past ◽  
Academic System ◽  
Teaching Of Mathematics ◽  
New Strategies

Kertas kerja ini akan menerangkan perkembangan pendidikan matematik di UTM. Suatu tinjauan berkaitan dengan masalah pembelajaran dan pengajaran matematik dalam dekat yang lalu akan dibincangkan. Beberapa strategi telah dilaksanakan untuk menangani permasalahan pelajar. Mengurangkan jurang perbezaan kebolehan antara pelajar serta memudahkan peralihan dari sekolah ke pendidikan peringkat tinggi. Suatu ringkasan tentang program–program tersebut akan diberikan. Beberapa perubahan yang berlaku kini akan memberi kesan kepada hala tuju pendidikan di UTM. Terdapat peningkatan dalam bilangan pengambilan pelajar, usaha ke arah menyepadukan media elektronik dalam pengajaran dan pengembangan pendidikan maya yang akan membuka ruang yang lebih luas kepada pendidikan. Khususnya, bagi pendidikan matematik, perubahan ini akan mempengaruhi perkembangan kurikulum, kaedah pengajaran dan penilaian pembelajaran matematik. Oleh yang demikian, inilah senario pendidikan di UTM – dalam sistem akademik yang sedia ada, dengan masalah yang belum selesai, pendekatan–pendekatan yang telah dilaksanakan dan ada yang diketepikan, strategi baru diperkenalkan secara berkala, dan kini terdapat pula perubahan dan perkembangan baru yang perlu dihadapi. Pengalaman lalu harus dimanfaatkan untuk menyediakan garis panduan bagi pendidikan matematik di UTM pada masa hadapan. This paper will describe mathematics education in UTM. A review of the problems faced in the learning and teaching of mathematics in the last decade will be discussed. Several academic strategies have been implemented in the past, aimed at overcoming students’ learning difficulties, narrowing the abilities gap among the students, as well as facilitating the transition from secondary to tertiary learning. A summary of these programmes will be presented. There are now changes taking place that will further impact the direction of education in UTM. There is an increase in the number of students intake, a movement towards integrating the use of electronic media in teaching and an expansion of virtual education to ensure a wider access to education. In particular, for mathematics education, these changes will affect the curriculum development, the teaching methods and the assessment of mathematics learning. Thus the scenario in UTM is set–within the existing academic system, the old problems still persist, approaches have been undertaken and discarded, new strategies implemented periodically and there are now new changes and development to be faced. These experiences must be taken into consideration in order to develop guidelines for future mathematics education in UTM.

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