Teaching Mathematics with Tablet PCs

2015 ◽  
pp. 175-197
Author(s):  
Maria Meletiou-Mavrotheris ◽  
Katerina Mavrou ◽  
George Stylianou ◽  
Stephanos Mavromoustakos ◽  
George Christou
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Mathematics Curriculum ◽  
Phase 1 ◽  
School Setting ◽  
School Curriculum ◽  
Educational Process ◽  
Pedagogical Practices ◽  
Tablet Pcs ◽  
Professional Development Workshop

Declining interest in mathematics and the need to raise the educational standards of youth in this discipline set a critical agenda for the revision of pedagogical practices. Tablet PCs and other mobile devices hold a lot of promise as tools for improving education at all levels. The research discussed in this chapter comes from an ongoing, multifaceted program designed to explore the potential of tablet technologies for enhancing mathematics teaching and learning at the primary school level. The program is taking place within a private primary school in Cyprus and aims at the effective integration of one-to-one tablet technologies (iPads) into the mathematics school curriculum. It has adopted a systemic approach to the introduction of iPads in the school setting that focuses on the broad preparation and on-going engagement of all key stakeholders involved in the educational process. In the chapter, the authors report on the main experiences gained from Phase 1 of the program, which involved the design and organization of a professional development workshop targeting the school teachers. The authors describe the content and structure of the workshop and discuss its impact on teachers' knowledge, skills, and confidence in incorporating tablet technologies within the mathematics curriculum.

Teaching Mathematics with Tablet PCs

2015 ◽  
pp. 322-344
Author(s):  
Maria Meletiou-Mavrotheris ◽  
Katerina Mavrou ◽  
George Stylianou ◽  
Stephanos Mavromoustakos ◽  
George Christou
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Mathematics Curriculum ◽  
Phase 1 ◽  
School Setting ◽  
School Curriculum ◽  
Educational Process ◽  
Pedagogical Practices ◽  
Tablet Pcs ◽  
Professional Development Workshop

Declining interest in mathematics and the need to raise the educational standards of youth in this discipline set a critical agenda for the revision of pedagogical practices. Tablet PCs and other mobile devices hold a lot of promise as tools for improving education at all levels. The research discussed in this chapter comes from an ongoing, multifaceted program designed to explore the potential of tablet technologies for enhancing mathematics teaching and learning at the primary school level. The program is taking place within a private primary school in Cyprus and aims at the effective integration of one-to-one tablet technologies (iPads) into the mathematics school curriculum. It has adopted a systemic approach to the introduction of iPads in the school setting that focuses on the broad preparation and on-going engagement of all key stakeholders involved in the educational process. In the chapter, the authors report on the main experiences gained from Phase 1 of the program, which involved the design and organization of a professional development workshop targeting the school teachers. The authors describe the content and structure of the workshop and discuss its impact on teachers' knowledge, skills, and confidence in incorporating tablet technologies within the mathematics curriculum.

The High School Student Protagonism through a Research with the Projects Methodology

2021 ◽  
Vol 23 (8) ◽  
pp. 102-138
Author(s):  
Clarissa De Assis Olgin ◽  
Claudia Lisete Oliveira Groenwald ◽  
Carmen Teresa Kaiber
Keyword(s):  
High School ◽  
High School Students ◽  
Data Collection ◽  
School Environment ◽  
Mathematics Curriculum ◽  
Analysis Data ◽  
School Curriculum ◽  
Educational Process ◽  
School Design ◽  
School Students

Background: Developing autonomy, the ability to solve problem situations, make decisions and act for the benefit of your social environment are modern life skills and can be developed in the school environment, along with mathematical content, and can be viable through the methodology of project projects, using active methodologies and the resources of digital technologies. Objectives: Discuss the Mathematics Curriculum or the work projects as a pedagogical proposition based on the development of three projects with the thematic Cryptography, Music, and Project launching applicable to the High School. Design: Qualitative research that sought to investigate work with projects in High School was used. Setting and Participants: Experiments developed with two classes of high school students in the Rio Grande do Sul state. Data collection and analysis: Data collection took place during the development of the project stages through students' written records and questionnaires. Results: It is considered that the Work Projects developed constituted a possibility to modify the role of the student and the teacher, allowing students to become active, participative, and committed to the development of their knowledge. Conclusions: It is understood that students, their learning and development must be the focus of the educational process. Therefore, the school curriculum must enable students to assume the role and responsibility for their learning.

scholarly journals Assessing adaptation capabilities in primary school children attending schools with different educational processes

2021 ◽  
Vol 100 (5) ◽  
pp. 495-500
Author(s):  
Olga A. Maklakova ◽  
Darya A. Eisfeld ◽  
Nina V. Zaitseva
Keyword(s):  
Primary School ◽  
School Children ◽  
Teaching And Learning ◽  
Educational Process ◽  
Primary School Children ◽  
Adaptation Mechanism ◽  
Nervous Systems ◽  
Adaptation Mechanisms ◽  
Educational Processes ◽  
And Mathematics

Introduction. Innovative teaching and learning systems involve intensification of the educational process and greater academic loads; it results in the exertion of adaptation systems in a body, especially when it comes to primary school children. Purpose of the study. Our research goal was to assess peculiarities of adaptation capabilities in primary school children who attended schools with different educational processes. Material and methods. To study peculiarities of adaptation capabilities in primary school children, we performed a clinical examination of 183 children (51.4% boys and 48.6% girls, the average age being 9.51±0.17) who attended a lyceum (group A), a school with advanced studies of physics and mathematics (Group B), and an ordinary secondary school (Group C). We also analyzed how intense educational loads were in all three educational establishments. Children’s adaptation capabilities were assessed as per functional parameters of their cardiovascular and vegetative nervous systems and catecholamines’ contents in blood. Results. The entry-level secondary schools tend to have more intense educational processes. We established that primary school children who attended a lyceum faced 1.5 times greater intellectual and sensory loads; children who attended a school with advanced studies of physics and mathematics had educational loads that were 1.3-1.4 times more monotonous than in other establishments; children who attended an ordinary school had to bear 1.8 times higher emotional loads. ⅔ primary school children had exertion of functional reserves in their cardiovascular system caused by a longer educational load duration. 36% of primary school children who attended a school with advanced studies of physics and mathematics had tension in their adaptation mechanisms caused by monotonous educational loads combined with lower noradrenalin contents in blood. Those children also ran up to 4.9 times higher risks of adaptation mechanism exertion. 48.5-56.7% of children who attended a lyceum and an ordinary school had vegetative imbalance that became apparent via activated adaptation-trophic influence promoted by the sympathetic section in the vegetative nervous systems and related to the duration of learning activities. Conclusion. Intensification of the educational process results in disorders of compensatory-adaptation mechanisms in primary school children.

scholarly journals MULTICULTURAL VALUES IN INDONESIAN PRIMARY SCHOOLS

ALQALAM ◽  
2010 ◽  
Vol 27 (3) ◽  
pp. 452
Author(s):  
Mansur Akil
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
School Teacher ◽  
School Setting ◽  
School Curriculum ◽  
Primary School Teacher ◽  
Language Diversity ◽  
Native Languages ◽  
Cultural Festivals ◽  
Primary School Curriculum

The research aimed to understand ways of implementing multicultural values in Indonesia primary schools. This case study attempted to discover the multicultura values in primary school curriculum documents and teacher's perspective on how to promote the multicultural values in primary shcool students, by interviewing primary school teacher in Makassar and examining primary school curriculum documents. The investigation showed that teaching the values of tolerance, respecting diversity, acknowledging similarities and maintaining native languages and local identy should be done gradually by initially introducing the symbols of multicultural values through picture, videos, and observations, then teaching children through modeling and attitudes of inclusiveness. More importantly is teachers' knowledge on multiculturalism so that they could behave equally towards students and colleagues in school setting. Finally, multiculturalism should be embedded in the schools through celebration of cultures, ethnics and language diversity, through cultural festivals, food exhibition, local art and dance shows, music contests, drama, and literature. Keywords: Multicultura Values, Implementing, Primary School, Teacher Views.

scholarly journals FORMATION OF MUSIC AND PEDAGOGICAL EXPERIENCE OF MUSIC ART TEACHERS GENERAL EDUCATIONAL INSTITUTIONS

2020 ◽  
Vol 1 (190) ◽  
pp. 56-62
Author(s):  
Volodymyr Сherkasov ◽  
Keyword(s):  
Primary School ◽  
School Curriculum ◽  
Educational Process ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
Teacher Student ◽  
Music Lessons ◽  
Compositional Styles ◽  
The Impact

The article proves the possibility of forming the ability to understand music by primary school students. The influence of program works of the school program on the perception and understanding of music of different genres is proved by concrete examples. The educational influence of works of musical art on the formation of the artistic and emotional sphere of personality is proved. The formation of the ability to understand works of music by primary school students occurs in a certain sequence based on teacher-student interaction, both in music lessons and during extracurricular work on artistic and aesthetic education of primary school children. The collective type of creativity, inherent in the assimilation of the values of musical art, obliges the subjects of the educational process to comply with certain requirements for the organization of joint activities. In accordance with modern music-pedagogical technologies, which enable the effectiveness of the learning process, there are certain requirements for the perception of works of music of different genres and compositional styles provided by the school curriculum. Thus, the quality of the impact of music on primary school students depends on certain factors. Because, according to the school curriculum, music lessons are united by a common theme, which makes it possible to organize work with children in such a way as to give first-graders the opportunity to talk about their favorite music. To do this, prepare and ask the class a few questions, such as: remember what songs you sang or heard from radio and television programs that focused your attention and you liked ?; what song do you dream to sing ?; what dance music do you like Such a conversation should take place in a friendly atmosphere, and children's responses should be supported and evaluated positively. The teacher's tolerant attitude to any thoughts, feelings and expressions of students gives the child confidence in their own abilities, determination and activity in further work.

scholarly journals ASSESSMENT IN PRIMARY SCHOOL MATHEMATICS EDUCATION IN BRAZIL

2020 ◽  
Vol 36 ◽  
Author(s):  
JUTTA CORNELIA REUWSAAT JUSTO ◽  
EDNEI LUÍS BECHER ◽  
MARJA VAN DEN HEUVEL-PANHUIZEN ◽  
MICHIEL VELDHUIS
Keyword(s):  
Mathematics Education ◽  
Primary School ◽  
Teaching And Learning ◽  
Mathematics Curriculum ◽  
Research Question ◽  
Research Literature ◽  
Mathematics Assessment ◽  
Assessment Practices ◽  
Primary School Teachers ◽  
Teachers Beliefs

ABSTRACT: In this study, we aimed to gain further knowledge about Brazilian primary school teachers' assessment practices and beliefs in mathematics education. For this, we carried out an analysis of curriculum documents and reviewed recent research literature on assessment in Brazil, permitting us to answer the following research question: How are the mathematics assessment practices and teachers' beliefs, as revealed in recent research, and how are these related to the conceptualization of assessment in Brazilian mathematics curriculum documents? We found that teachers' assessment practices, as described in the reviewed research between 2010 and 2017, did, in general, not reflect the conceptualization of assessment in the curriculum documents. Furthermore, despite that the beliefs of most teachers on assessment reflected it to be a process to improve teaching and learning, their mathematics assessment practices did not favor assessment for learning. Still, they were mostly used as an instrument to determine students' classification. We recommend a public policy in which teachers are offered opportunities for professional development, focusing on formative assessment in mathematics education.

scholarly journals Challenges in English Teaching and Learning in Colombia

2019 ◽  
Vol 12 (4) ◽  
pp. 57
Author(s):  
Zaily Patricia Del Toro ◽  
Ana Carolina Mercado ◽  
Milton Pájaro Manjarres ◽  
Luis Fernando Noriega ◽  
Willington Watts ◽  
...  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Educational Process ◽  
The Other ◽  
Pedagogical Practices ◽  
National Context ◽  
Human Beings ◽  
English Reading ◽  
English Reading Comprehension ◽  
Conducting Research

This article presents a reflection on the educational scenario that permeates the teaching of English as a foreign language (EFL) in its political, methodological, didactic, curricular and investigative dimensions. A description of the current English reading comprehension level in the national context is presented. On the other hand, from a transformative conception in which educational practices must be developed, different elements aiming to the development of formative practices are explored. This is achieved, with the active participation of all the subjects that participate in the educational process by conducting research, which plays a fundamental role that contributes to achieve the emancipation of human beings and the transformation of the environment where they live. Furthermore, this article invites readers to think about and transform the pedagogical practices that are around the teaching of English as a foreign language in Colombia, Latin America and the whole world. This is possible to be achieved, from a resignification of the curriculum and emerging didactics, focused on research and the multidimensionality of human beings.

scholarly journals Approach to Strengthen Community Participation of Teaching-Learning Process in Primary School

2021 ◽  
Vol 13 (2) ◽  
pp. 843-847
Author(s):  
Suprapto Suprapto ◽  
Mohammad Viktor Farid Hakim
Keyword(s):  
Primary School ◽  
Community Participation ◽  
Teaching And Learning ◽  
School Quality ◽  
Educational Process ◽  
Analysis Techniques ◽  
Study Results ◽  
Teaching Learning ◽  
School Committees ◽  
Education Process

The purpose of the study was to get the approach of community participation in Islamic Primary School North Ampenan. The participation of all parties greatly influences the success of the implementation of teaching and learning as an educational process in schools. The research method was used qualitatively. The data were collected through observation, interviews, and questionnaires. The participants involved were principals, teachers, parents, and school committees. Data analysis techniques consist of data reduction, data presentation, and concluding. While checking the validity of the data consists of credibility, dependability, confirmability, and transferability. The study results indicate that the approach required is centralized participation which refers to lifelong learning and integrated services. Various activities or community participation actions greatly influence implementing the education process at SDI Ampenan Utara, Mataram. The research implications are seen in the development of various community participation actions in building school quality. 

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