scholarly journals Teachers' Views on the Problem-Solving & Problem-Posing Tasks in Primary School Mathematics Textbooks

2020 ◽  
Vol 9 (1) ◽  
pp. 73
Author(s):  
Ramazan Divrik ◽  
Ayşe Mentiş Taş ◽  
Pusat Pilten
Keyword(s):  
Public Schools ◽  
Data Analysis ◽  
Problem Solving ◽  
Primary School ◽  
Single Case ◽  
Structured Interview ◽  
School Mathematics ◽  
Problem Posing ◽  
Mathematics Textbooks ◽  
Primary School Mathematics

This paper aims to reveal teachers' views on the problem-solving & problem-posing tasks of primary school mathematics textbooks. The study utilized the single-case embedded design. We examined the mathematics textbooks used in the Turkish public schools in the 2017-2018 academic year. Also, we interviewed twelve class teachers, who were determined by the criterion sampling method, to reveal their views on the textbooks. In order to collect data, we employed a "Data Coding Scheme" to determine the problem-solving & problem-posing tasks in the textbooks and a "Semi-Structured Interview Form" composed of two open-ended questions to find out about the teachers' views. Since the questions asked to the teachers were determined as themes in advance, the descriptive data analysis technique was used for data analysis. The study concludes that the examined mathematics textbooks contain a sufficient number of problem-solving tasks, which are equally distributed under each heading in the textbooks. On the other hand, it has been found that the textbooks contain a limited number of problem-posing tasks, which are not equally distributed under each heading. Furthermore, we determined that no textbook that we examined contains different types of problem-posing tasks. Also, according to the teachers whom we interviewed, although the number of problem-solving tasks in the textbooks is sufficient, the tasks should be more effective. They also stated that the textbooks contain very few problem-solving tasks requiring different problem-posing strategies.

scholarly journals Propostas de Atividades com Tabelas em Livros Didáticos de Matemática dos Anos Iniciais do Ensino Fundamental do Brasil e do Quebec

2021 ◽  
Vol 14 (1) ◽  
pp. 14-25
Author(s):  
Maria Betania Evangelista da Silva ◽  
Gilda Guimarães ◽  
Izabella Oliveira
Keyword(s):  
Primary School ◽  
Real Data ◽  
Recent Change ◽  
School Mathematics ◽  
Mathematics Textbooks ◽  
Primary School Mathematics ◽  
Object Of Study ◽  
Rectangular Configuration ◽  
Double Entry ◽  
Variable Representation

ResumoO livro didático é uma das principais fontes de consulta dos professores no ensino de estatística. Esse artigo analisa atividades envolvendo tabelas apresentadas nos livros didáticos de Matemática, dos anos iniciais do Ensino Fundamental do Brasil e do Quebec/CA. Nossas análises se fundamentaram em seis categorias: tipo de representação (quadro, banco de dados ou tabela); função da tabela; habilidade explorada; tipo de tabela (simples ou dupla entrada); tipo de variável; representação dos elementos fundamentais da tabela. Os resultados revelam que, em todos os anos de escolarização, podemos encontrar os três tipos de representação, sendo a maior frequência de tabelas em ambos os lugares de publicação. Além disso, a maioria delas é utilizada como objeto de estudo, indicando uma mudança recente de foco nos livros brasileiros, que priorizavam atividades na quais as tabelas eram pretexto para outros conceitos serem abordados. Observamos, entretanto, uma ênfase em interpretar e completar tabelas já estruturadas. Infelizmente, muitas tabelas não apresentam a fonte, principalmente nos livros do Quebec. A ausência de contextos reais e significativos não contribui efetivamente para a aprendizagem Estatística pelos alunos. Palavras-chave: Livros Didáticos. Ensino de Estatística. Tabelas. Anos Iniciais AbstractTextbooks are one of the main sources of consultation for teaching statistics. This article analyzes activities involving tables presented in Primary School Mathematics textbooks from Brazil and from Quebec - CA. Our analysis were based on six categories: type of representation (rectangular configuration, database or table); table function; explored skill; table type (single or double entry); type of variable; representation of the fundamental elements of the table. The results show that in all years of schooling we can find the three types of representation, with the highest frequency of tables in both places of publication. Most of them are used as an object of study, indicating a recent change of focus in Brazilian books that prioritized activities in which tables were a pretext for other concepts to be addressed. However, we still observe an emphasis on interpreting and completing tables already structured. Unfortunately, many tables do not present their source, especially in Quebec textbooks. The absence of real data and significant contexts effectively does not contribute to the students' significant learning of Statistics. Keyword: Textbook. Teaching of Statistics. Tables. Primary School

scholarly journals Evaluation of teachers' views on the use of learning technologies in mathematics lessons in preschool and primary schools

2021 ◽  
Vol 13 (4) ◽  
pp. 707-720
Author(s):  
Kinzhibayeva Fariza ◽  
Akpayeva Assel ◽  
Yergalieva Gulzhan ◽  
Mynzhassarova Marzhangul
Keyword(s):  
Mathematics Education ◽  
Primary School ◽  
Primary Schools ◽  
Structured Interview ◽  
Learning Technologies ◽  
School Mathematics ◽  
Learning Methods ◽  
Primary School Mathematics ◽  
Use Of Technology ◽  
Methods And Techniques

The purpose of this research is to evaluate the problems encountered in the process of realizing the continuity of preschool and primary school mathematics education and to determine the use of technology in mathematics education in line with the opinions of teachers. The research is a phenomenological study within the scope of qualitative research method. The research was conducted with 40 classroom teachers working in various primary schools in the province of Almaty, Kazakhstan, in the 2020-2021 academic year. The research data were collected with a semi-structured interview form prepared by the researcher and consisting of five open-ended questions, and analyzed with the descriptive method. As a result of the research, students were found to be prejudiced against the course, and the inadequacy of course materials, learning methods and techniques, and course activities were shown as the reasons that negatively affect education. In addition, it has been determined that the rate of teachers to prefer classical methods in education is much higher than new learning methods and techniques and use of technology. Keywords: Mathematics; mathematics education; preschool mathematics education; primary school mathematics education; teachers’ opinion.

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