scholarly journals Approaches to teaching primary level mathematics

2014 ◽  
Vol 4 (2) ◽  
pp. 20 ◽  
Author(s):  
Caroline Long ◽  
Tim Dunne
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Mathematical Concept ◽  
Process Approach ◽  
Policy Statement ◽  
Advanced Mathematics ◽  
Five Dimensions ◽  
Advantages And Disadvantages ◽  
School Based ◽  
The Subject

In this article we explore approaches to curriculum in the primary school in order to map and manage the omissions implicit in the current unfolding of the Curriculum and Assessment Policy Statement for mathematics. The focus of school-based research has been on curriculum coverage and cognitive depth. To address the challenges of teaching mathematics from the perspective of the learner, we ask whether the learners engage with the subject in such a way that they build foundations for more advanced mathematics. We firstly discuss three approaches that inform the teaching of mathematics in the primary school and which may be taken singly or in conjunction into organising the curriculum: the topics approach, the process approach, and the conceptual fields approach. Each of the approaches is described and evaluated by presenting both their advantages and disadvantages. We then expand on the conceptual fields approach by means of an illustrative example. The planning of an instructional design integrates both a topics and a process approach into a conceptual fields approach. To address conceptual depth within this approach, we draw on five dimensions required for understanding a mathematical concept. In conclusion, we reflect on an approach to curriculum development that draws on the integrated theory of conceptual fields to support teachers and learners in the quest for improved teaching and learning.

Building a Culture of Ethical, Comparable, Authentic Assessment

2019 ◽  
pp. 463-481
Author(s):  
Andrew Reid ◽  
Julie Ballantyne
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Authentic Assessment ◽  
Subject Area ◽  
Music Educators ◽  
System Level ◽  
Diverse Range ◽  
Effective Learning ◽  
School Based ◽  
The Subject

In an ideal world, assessment should be synonymous with effective learning and reflect the intricacies of the subject area. It should also be aligned with the ideals of education: to provide equitable opportunities for all students to achieve and to allow both appropriate differentiation for varied contexts and students and comparability across various contexts and students. This challenge is made more difficult in circumstances in which the contexts are highly heterogeneous, for example in the state of Queensland, Australia. Assessment in music challenges schooling systems in unique ways because teaching and learning in music are often naturally differentiated and diverse, yet assessment often calls for standardization. While each student and teacher has individual, evolving musical pathways in life, the syllabus and the system require consistency and uniformity. The challenge, then, is to provide diverse, equitable, and quality opportunities for all children to learn and achieve to the best of their abilities. This chapter discusses the designing and implementation of large-scale curriculum as experienced in secondary schools in Queensland, Australia. The experiences detailed explore the possibilities offered through externally moderated school-based assessment. Also discussed is the centrality of system-level clarity of purpose, principles and processes, and the provision of supportive networks and mechanisms to foster autonomy for a diverse range of music educators and contexts. Implications for education systems that desire diversity, equity, and quality are discussed, and the conclusion provokes further conceptualization and action on behalf of students, teachers, and the subject area of music.

IDEAS ABOUT PROFESSIONS OF THIRD-GRADE STUDENTS OF PRIMARY SCHOOL BASED ON OWN RESEARCH

2020 ◽  
Vol 22 ◽  
pp. 123-136
Author(s):  
Beata Matusek
Keyword(s):  
Primary School ◽  
Third Grade ◽  
General Knowledge ◽  
Professional Work ◽  
Primary School Students ◽  
School Students ◽  
School Based ◽  
Third Grade Students ◽  
The World ◽  
The Subject

The presented publication is the result of qualitative research on the ideas of professions carried out among third-grade students of primary school. The subject is of interest to researchers all over the world. The aim of the research was to check how third-grade students imagine professional work in general and how they imagine the work of people in particular occupations. The main problem that included specific problems was the question: What are the ideas of the professions of third-year primary school students? The research results show a positive image of professional work of third-grade students. They are able to identify their own interests, see the practical side of their professional work (obtaining the means necessary for living), understand the work as a service to other people (they associate the profession with the responsible work of a firefighter, policeman, teacher, doctor, secretary),they also have general knowledge about the work of their parents, correctly associate objects (props) with professions, know the names of the professions and they are able to indicate the features of a good and bad employee. The publication is supplemented with works by third-grade students presenting work in various professions.

scholarly journals THE ASSEMBLING OF CONTEXTUAL TEACHING AND LEARNING (CTL) MODEL ASSISTED BY ORIGAMI PAPER MEDIA FOR INCREASING PLANE LEARNING RESULT IN THE FIFTH GRADE OF PRIMARY SCHOOL

2017 ◽  
Vol 1 (3) ◽  
pp. 176
Author(s):  
Dyah Tri Wahyuningtyas
Keyword(s):  
Qualitative Research ◽  
Action Research ◽  
Primary School ◽  
Learning Community ◽  
Key Words ◽  
Teaching And Learning ◽  
Authentic Assessment ◽  
Fifth Grade ◽  
Average Score ◽  
The Subject

Abstract: The objective of this study was describing the application of CTL model assisted by origami media for increasing learning result of plane circumference in the fifth grade of primary school. It was a qualitative research by using Classroom Action Research (CAR) methodology. The subject research was 43 students in the fifth grade in Bunuwetan Pakis primary school. The steps are: (1) Introduction, (2) Material presentment step (constructivism, inquiry, questioning, learning community, modelling, reflecting, and authentic assessment), conclusion and (3) Closing. The scoring result of this study was 80% in the activity of the teacher in cycle I, it included good category. In cycle II was getting 96% and including excellent category. The activity of the students was getting 67,14% and including quite active category. Besides, in cycle II it got 92,86%, involved very active category. The result study in cycle I was gotten from classical mastery 69,77% and the average score was 63,83. The cycle II was 81,39% and the average score was 80,93. Therefore, can be concluded that the assembling of CTL model assisted by origami could increase the learning result of the fifth grade in Bunuwetan Pakis Primary school.      Key words: CTL, origami, plane    

scholarly journals IMPLEMENTING WRITING PROCESS APPROACH WITH PICTURES TO IMPROVE THE ABILITY OF THE EIGHTH GRADES IN WRITING RECOUNTS

2019 ◽  
Vol 5 (2) ◽  
pp. 254
Author(s):  
Muhammad Lukman Syafii
Keyword(s):  
Junior High School ◽  
Teaching And Learning ◽  
Writing Process ◽  
Eighth Graders ◽  
Process Approach ◽  
Average Score ◽  
Writing Skill ◽  
The Subject ◽  
Preliminary Study ◽  
Writing Process Approach

Writing skill has an important role in the English teaching program in Islamic Junior High School. However, the ability of the eighth-graders of this school in writing is still dissatisfactory. The students feel still difficulties how to start writing and they don’t have an idea to write. This research is intended to progress the writing skill of the eighth graders by implementing a writing process approach with pictures. This strategy is chosen since it can lead the students to generate their ideas into a useful composition. The findings in the preliminary study show that the students need to learn how to start their writing and they do not have ideas to write. Only 8 of 31 students achieve the average score of writing skill equal to or above 70. To get the purpose, the researcher conducted action research following four steps: planning, implementing, observing, and reflecting. The subject of the study were 31 students of the eighth grade. The findings show that implementing a writing process approach with pictures has progressed the writing skill of students. In cycle one, the students’ average score was 15 of 31 failed and 16 of 31 students passed or got the score equal or greater than 70. In cycle two, the average score for the final product was 6 of 31 students failed and 25 of 31 students passed or got the score equal or greater than 70. Also, the findings of students revealed that the students’ participation was active and motivated using pictures in the teaching and learning activities. Based on the results, it can be summarized that implementing a writing process approach with pictures is very beneficial not only in progressing the students’ writing skill but also in motivating the students in the learning activities.Keywords: using pictures, writing skill, recount text

scholarly journals Benefits and Limitations of the Artificial with Respect to the Traditional Learning of Mathematics

Mathematics ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 611
Author(s):  
Michael Gr. Voskoglou ◽  
Abdel-Badeeh M. Salem
Keyword(s):  
Teaching And Learning ◽  
Industrial Revolution ◽  
Cyber Physical Systems ◽  
Learning Theories ◽  
Future Research ◽  
Traditional Learning ◽  
Teaching Mathematics ◽  
Physical Systems ◽  
Advantages And Disadvantages ◽  
The Subject

The present article focuses on the role that the artificial teaching and learning of mathematics could play for education in the forthcoming era of a new industrial revolution that will be characterized by the development of an advanced Internet of things and energy, and by the cyber-physical systems controlled through it. Starting with a brief review of the traditional learning theories and methods of teaching mathematics, the article continues by studying the use of computers and of applications of artificial intelligence (AI) in mathematics education. The advantages and disadvantages of artificial with respect to traditional learning in the classroom are also discussed, and the article closes with the general conclusions and a few comments on the perspectives of future research on the subject.

scholarly journals APLICABILIDADE DE UM PROJETO CRIATIVO ECOFORMADOR EM UMA ESCOLA DA REDE MUNICIPAL DE ENSINO NO MUNICÍPIO DE TIMBÓ GRANDE-SC

2020 ◽  
Vol 8 (1) ◽  
pp. 100-114
Author(s):  
Leandro José Carneiro de Almeida ◽  
Vera Lúcia Simão ◽  
Maria Teresinha Milan da Silva
Keyword(s):  
Action Research ◽  
Primary School ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Self Assessment ◽  
Public Network ◽  
The Public ◽  
Transdisciplinary Education ◽  
The Subject ◽  
Analyse Data

O presente artigo apresenta um estudo sobre as contribuições da proposta metodológica do Projeto Criativo Ecoformador (PCE) no processo de ensino e de aprendizagem transdisciplinar como possibilidade transformadora. Nessa direção, mobilizou-se a seguinte pergunta de pesquisa: quais as contribuições do PCE como proposta metodológica no processo de ensino e aprendizagem transdisciplinar para o 7º ano a partir do tema sustentabilidade? O contexto da pesquisa decorreu em uma turma do 7º ano do Ensino Fundamental de uma escola pública da Rede Municipal de Ensino de Timbó Grande/SC. Para alcançar o objetivo geral, investigaram-se as contribuições da metodologia do PCE para o desenvolvimento de processos de ensino e de aprendizagem transdisciplinares no 7º ano do Ensino Fundamental. Quanto à pesquisa, em relação à natureza, classifica-se como qualitativa e, quanto ao procedimento, pesquisa-ação apoiada pela bibliográfica. Entre os autores utilizados, destacam-se Morin (2000, 2002), Galvani (2020), Mallart (2008), Torre (2008), Torre e Zwierewicz (2009), Moraes (2010), Silva e Torre (2015). Para análise de dados, utilizaram-se, como base, os organizadores conceituais do PCE. Os resultados da pesquisa apontam que as contribuições da proposta metodológica do PCE denotam comprometimento com uma educação criativa, inovadora e transdisciplinar. Como conclusão, evidenciou-se que a metodologia de PCE favorece um processo de ensino e de aprendizagem transdisciplinar transformador e condizente às necessidades da realidade local articuladas com as necessidades globais. Além disso, o estudo possibilitou uma autoavaliação da prática docente, com novos entendimentos sobre o processo de ensino. Palavras-chave: Transdisciplinaridade. Ecoformação. Projetos Criativos Ecoformadores. Práticas Pedagógicas. ABSTRACT: This paper provides a piece of investigation on contributions from the methodologic proposal called Ecoformation Creative Project (PCE) in the process of transdisciplinary teaching and learning as a way of changing. In this sense, we have conducted the following question for the investigation: which contributions has PCE given as a method in the process of transdisciplinary teaching and learning for 7th-grade children with the subject of sustainability? The context of the investigation happened in a7th-grade class in a primary school at the public network of education of Timbó Grande/SC. Concerning its nature, the investigation is classified as qualitative, and concerning its procedure it is a book-based action-research. We have drawn on Morin (2000, 2002), Galvani (2020), Mallart (2008), Torre (2008), Torre & Zwierewicz (2009), Moraes (2010), Silva & Torre (2015). To analyse data we used conceptual organisers of PCE. Research results have shown that PCE’s contributions mean compromise with creative, innovating and transdisciplinary education. As a conclusion, we have shown that PCE methodology favours a process of teaching and learning that is transdisciplinary, challenging, and consistent with needs of local reality articulated with global needs. Moreover, the investigation enabled the teaching practice self-assessment with novel understanding of the teaching process. Keywords: Transdisciplinarity. Ecoformation. Ecoforming creative projects. Teaching practices.

scholarly journals Factors Influencing ESL Primary School Teacher’s Readiness in Implementing CEFR-aligned Curriculum

2021 ◽  
Vol 3 (2) ◽  
pp. 44-51
Author(s):  
Nabilah Yasin ◽  
Hamidah Yamat
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Language Education ◽  
Primary Teachers ◽  
School Teachers ◽  
Esl Teachers ◽  
Primary School Teachers ◽  
School Based ◽  
High Level ◽  
Teachers Training

English as a Second Language (ESL) teachers in Malaysia, as in many other countries, are anxious to exploit the potential of Common European Framework of Reference (CEFR) –aligned curriculum to enhance the teaching and learning process. Given the increasing pressure exerted by various stakeholders on language education, it is important to understand the underlying factors behind primary school teachers’ readiness regarding CEFR-aligned curriculum. Even though there are studies conducted in local contexts, it is still very limited. This study seeks to find out the level of ESL primary teachers’ readiness to implement CEFR-aligned curriculum. This study also investigates the factors that can influence teachers’ readiness towards the implementation of CEFR-aligned curriculum. Data was collected via questionnaire survey from ESL primary school teachers in Pasir Gudang, Johor. The questionnaire data was analysed using descriptive statistics. The findings revealed that most of the teachers have high level of readiness in implementing CEFR-aligned curriculum. Several factors are also highlighted in this study. Teachers’ training, competency, materials as well as school-based assessment are some of the main challenges identified in this study. In conclusion, the implementation of CEFR-aligned curriculum is seen as inevitable but more preparation and support should be provided by the ministry to ensure that teachers are fully prepared and familiar with the implementation of CEFR-aligned curriculum.

scholarly journals METHODOLOGICAL MODEL FOR TRAINING STUDENTS IN PEDAGOGY ON THE USE OF ELECTRONIC RESOURCES IN TECHNOLOGY EDUCATION AT PRIMARY SCHOOL

2019 ◽  
Vol 34 (2) ◽  
pp. 453-457
Author(s):  
Nikolay Tsanev
Keyword(s):  
Primary School ◽  
Technology Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
School Level ◽  
Independent Practice ◽  
Electronic Resources ◽  
Teaching Technology ◽  
The Subject ◽  
Methodological Guidelines

This paper examines a methodological model for training students in pedagogy on the use of electronic resources in technology education at primary school level. The model is based on two main approaches – organizational and didactic. The organisational approach includes three types of preparation including general pedagogical training; subject-specific didactic training for teaching Technology and Entrepreneurship and postgraduate qualification. The didactic approach relates directly to the training of students at the subject level. In general, it covers an overview of all categories of resources and the methodological guidelines for their use, as well as independent practice on the electronic platform. This process is closely related to the integration of information and communication technologies in the use of electronic resources in all aspects, as well as familiarisation with the methodology of their application in the subject Technology and Entrepreneurship at primary school.Since 2015, the new electronic resources in the subject kits have been changing seriously the learning environment and creating prerequisites for new methodological approaches to teaching. Their more important characteristics are that they: motivate students and teachers; complement teaching and learning with new activities; make teaching and learning more attractive for teachers and students; allow for independent work; provide easy and fast feedback interactive learning; show the need for technology in every person’s life; expand the content horizontally (at topic or section level), providing more opportunities to consolidate and enhance students' knowledge and skills; ensure easy and fast orientation in the content; provide tools for better viewing of electronic textbook pages.Methodological guidelines have been developed and presented to each group of electronic resources. They guide students and teachers to specific learning activities.The proposed methodological model for preparing students in pedagogy how to use electronic resources for teaching technology at primary school is an option to optimise students' learning. The most important conclusions resulting from this research are related, in the first place, to the need of organised, structured and adapted to the conditions in Bulgaria optimisation of initial teacher training in connection with the new electronic resources. As a consequence, knowledge of these resources, their capabilities and the methodology employed in the Technology and Entrepreneurship lesson will provide better didactic results.

scholarly journals «Η χρήση της επαυξημένης πραγματικότητας στην εκπαίδευση: Ανάπτυξη και χρήση εφαρμογής για το μάθημα «Φυσικά - Ερευνώ και Ανακαλύπτω» της Ε΄ τάξης του Δημοτικού σχολείου»--The use of augmented reality in education: development and use of application for the course "Physics - Explore and discover" in the 5th class of the primary school

2020 ◽  
Vol 15 (2) ◽  
pp. 38
Author(s):  
Παναγιώτης Τσιαβός ◽  
Αλιβίζος Σοφός
Keyword(s):  
Augmented Reality ◽  
Primary School ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Digital Information ◽  
Education Development ◽  
The Subject ◽  
Knowledge Objects ◽  
World Environment

Με την παρούσα ερευνητική εργασία, αρχικά, επιχειρείται μία σύντομη βιβλιογραφική επισκόπηση της έννοιας της επαυξημένης πραγματικότητας, των εφαρμογών αυτής και των αντίστοιχων αποτελεσμάτων στο χώρο της εκπαίδευσης, αφού η επαύξηση του πραγματικού περιβάλλοντος με την ψηφιακή πληροφορία θεωρείται ότι προσφέρει επιπλέον δυνατότητες στη διδασκαλία και τη μάθηση. Στη συνέχεια σχεδιάζεται, αναπτύσσεται και εφαρμόζεται στην Ε΄ τάξη του Δημοτικού Σχολείου, μία πρωτότυπη εκπαιδευτική εφαρμογή επαυξημένης πραγματικότητας (AR) σε σχολικό βιβλίο, στην ενότητα «Υλικά Σώματα», του γνωστικού αντικειμένου «Φυσικά - Ερευνώ και Ανακαλύπτω», προκειμένου να διερευνηθεί η επίδραση των σχολικών βιβλίων Φυσικής AR, αφενός, στα μαθησιακά αποτελέσματα και αφετέρου, στο ενδιαφέρον και τη στάση των μαθητών/-ριών για το συγκεκριμένο μάθημα. Τα αποτελέσματα αυτής της εφαρμογής καταδεικνύουν θετική επίδραση όσον αφορά τα μαθησιακά αποτελέσματα και ενίσχυση του ενδιαφέροντος και της θετικής στάσης των μαθητών/-ριών, αρχικά, για το μάθημα της Φυσικής και επιπλέον, έκφραση επιθυμίας για επέκταση αυτού του είδους εφαρμογών και στα υπόλοιπα γνωστικά αντικείμενα. --This research paper initially attempts to give a brief bibliographic overview of the concept of augmented reality, its applications and corresponding outcomes in the field of education, since enhancing the real-world environment with digital information is considered to offer additional opportunities for teaching and learning. Subsequently, it is designed, developed and implemented in the 5th class of Primary School, an original Augmented Reality (AR) educational textbook application in the "Physics" section of the "Physics - Explore and discover" course to explore the effect of Physics AR textbooks on learning outcomes and on students' interest and attitudes about the subject. The results of this application show a positive impact on learning outcomes and reinforce students' interest and positive attitude towards the Physics lesson, a desire derived towards the extension this type of application to other knowledge objects.

scholarly journals Raising Awareness of Research Ethics in SoTL: The Role of Educational Developers

2013 ◽  
Vol 4 (1) ◽  
Author(s):  
Denise Stockley ◽  
Laura-Lee Balkwill
Keyword(s):  
Research Ethics ◽  
Teaching And Learning ◽  
Policy Statement ◽  
Nous Proposons ◽  
Raising Awareness ◽  
Ethics Policy ◽  
Nous Montrons ◽  
The Subject ◽  
Éthique De La Recherche

Does the subject of research ethics take you by surprise? Does it make you somewhat uncomfortable? Does it seem to have nothing to do with your research or your practice? These are the attitudes we have encountered about research ethics among some SoTL researchers at workshops and conferences. In many cases, these researchers had conducted research that should have undergone research ethics board (REB) review, but did not; that should have included a consent process for the use of student data or previous work, but did not; or that started out as program evaluation and became research without meeting the criteria of ethically acceptable research conduct. In this essay, we will argue that familiarity with our national research ethics Policy: The Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans, 2nd edition (TCPS 2) and how it applies to SoTL, is essential for researchers and for educational developers. We will propose a role for Centre of Teaching and Learning staff in raising awareness of TCPS 2 and we will dispel some of the most common myths and misconceptions that abound regarding SoTL and research ethics. Le sujet de l’éthique de la recherche vous surprend-il? Vous rend-il quelque peu mal à l’aise? Semble-t-il ne rien avoir à faire avec votre recherche ou votre pratique? Ce sont des attitudes que nous avons rencontrées quant à l’éthique de la recherche chez certains chercheurs en ACEA dans des ateliers et des conférences. Dans de nombreux cas, les chercheurs ont effectué des recherches qui auraient dû être examinées par les conseils d’éthique en recherche, mais qui ne l’ont pas été; qui auraient dû comprendre un processus de consentement pour l’utilisation de données sur les étudiants ou de travaux antérieurs et pour lesquelles mais ils n’en ont pas, ou qui ont commencé par être une évaluation de programme et qui sont devenues une recherche sans toutefois respecter les critères relatifs à la conduite d’une recherche éthiquement acceptable. Dans cet essai, nous expliquons que la connaissance de notre politique nationale d’éthique en matière de recherche : l’Énoncé de politique des trois Conseils : Éthique de la recherche avec des êtres humains 2e édition (EPTC 2), est essentielle et nous montrons en quoi elle s’applique à l’ACEA. Nous proposons un rôle pour le personnel du Centre d’enseignement et d’apprentissage afin de mieux faire connaître l’EPTC 2 et dissipons les mythes et idées erronées les plus courants qui abondent concernant l’ACEA et l’éthique de la recherche.

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