How to Infiltrate Core Literacy in Primary School Mathematics Teaching

2021 ◽  
Keyword(s):  
Primary School ◽  
Mathematics Teaching ◽  
School Mathematics ◽  
Primary School Mathematics ◽  
Core Literacy

scholarly journals Research on the Deep Integration of Information Technology and Primary School Mathematics Teaching

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Gang Liu
Keyword(s):  
Information Technology ◽  
Primary School ◽  
Mathematics Teachers ◽  
21St Century ◽  
Mathematics Teaching ◽  
Education Sector ◽  
School Mathematics ◽  
Primary School Mathematics ◽  
Mathematics Knowledge ◽  
Deep Integration

<p>In the 21st century, with the development of information technology, the education sector has gradually integrated information technology with subject teaching to promote students’ learning efficiency. The introduction of information technology into the classroom by primary school mathematics teachers can make abstract mathematics knowledge more tangible, thus enabling students to understand and master knowledge more quickly. Nowadays, information-based teaching has become an inevitable trend. In this paper, the deep integration of information technology and primary school mathematics teaching is studied in order to improve the level of primary school mathematics teaching.</p>

scholarly journals Teacher Questioning in Mathematics Teaching: Feedback that Stimulates Productive Teaching

2021 ◽  
Vol 12 (5) ◽  
pp. 126-136
Author(s):  
Muhammad Sofwan Mahmud Et al.
Keyword(s):  
Primary School ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Case Study Research ◽  
Essential Element ◽  
School Mathematics ◽  
Student Response ◽  
Experienced Teachers ◽  
Primary Data ◽  
Primary School Mathematics

: Providing feedback to the student responses in the oral questioning process is an essential element in helping the students to understand the concept of mathematics. This study was conducted to describe the types of feedback given by primary school mathematics teachers regarding the student response in the oral questioning process when teaching mathematics. This qualitative study employed a multiple case study research design. The data was obtained through observation methods, interviews, document analysis, and field notes. The data collected was analyzed using the constant comparative analysis method to obtain the themes and sub-themes within the primary data. The selection of the study participants used the purposive sampling method, resulting in a total of six primary school mathematics teachers consisting of three new teachers and three experienced teachers. This study found that both the novice and experienced teachers provided a variety of feedback for the students' responses to the oral questioning activities during the mathematics teaching process, such as repeated trial feedback, explanatory feedback and easier questions feedback. This research provides a deeper understanding of how the different types of feedback given by the teachers as part of the oral questioning activities helps the students to stimulate their thinking.

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