Assimilation of the concept of numeric expression in teaching primary school mathematics

Ivanka Georgieva;  ;  ;

doi:10.54664/dnig7167

Assimilation of the concept of numeric expression in teaching primary school mathematics

Pedagogical Almanac ◽

10.54664/dnig7167 ◽

2019 ◽

Vol 27 (1) ◽

Author(s):

Ivanka Georgieva ◽

◽

Keyword(s):

Primary School ◽

School Mathematics ◽

Teaching Mathematics ◽

Primary School Mathematics ◽

Mathematical Problems

The concept of numeric expression is a basic one in teaching mathematics. It is introduced and assimilated in primary school. This concept is a component of many other concepts and problems in school course of mathematics. That is why discussing and analyzing the process of understanding and assimilating the notion of numeric expression is of great importance both to the teachers and pupils. The present study focuses on some key activities and groups of problems aiming at mastering pupils’ abilities to solve various mathematical problems, to overcome some difficulties and prevent from making mistakes in finding the ways of solving different problems and doing so to enrich their knowledge in mathematics.

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The Implementation of the Lesson Study Strategy in Teaching Mathematics: Teachers’ Perspectives

Education Research International ◽

10.1155/2020/1683758 ◽

2020 ◽

Vol 2020 ◽

pp. 1-8

Author(s):

Naem M. Alamri

Keyword(s):

Professional Development ◽

Primary School ◽

Mathematics Teachers ◽

Lesson Study ◽

Continuing Professional Development ◽

School Mathematics ◽

Teaching Mathematics ◽

Study Strategy ◽

Primary School Mathematics ◽

Teachers Perspectives

Lesson study is a form of classroom inquiry that can facilitate teachers’ continuing professional development. This study aims to explore primary school mathematics teachers’ perspectives about the implementation of the lesson study strategy in teaching mathematics. The sample of this study included 149 primary school mathematics teachers in Riyadh, Saudi Arabia, who were selected by using the purposive sampling. A quantitative questionnaire was sent to the teachers by e-mail or mobile. 149 mathematics teachers responded to the questionnaire; among them, fifteen teachers participated in a qualitative interview. The results indicated that most of the sample members carry out lesson study activities. The percentages of the teachers in the study sample who practice the activities and procedures of the lesson study ranged between 61.7% and 89.9%. The results also indicated that there is a high impact on the professional development of mathematics teachers as a result of their participation in the lesson study strategy as it helps enhance their mathematical and pedagogical knowledge, improve their knowledge of students’ learning process, and influence their views about the lesson study approach.

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Primary school mathematics during Covid-19: No evidence of learning gaps in adaptive practicing results

10.31234/osf.io/8un6x ◽

2021 ◽

Author(s):

Martijn Meeter

Keyword(s):

The Netherlands ◽

Primary School ◽

Primary Schools ◽

School Mathematics ◽

Teaching Mathematics ◽

School Closures ◽

Disadvantaged Populations ◽

Primary School Mathematics ◽

School Year

During the spring of 2020, the Covid-19 pandemic induced many governments to close schools for many months. In the Netherlands, primary schools were closed during a lockdown lasting from March until June. While education was continued online, evidence so far suggests that learning has suffered from the lockdown. Here, we report results from Dutch primary schools that relied on adaptive practicing software for teaching mathematics. The software, installed on tablets that could be taken home by the pupils, continued to be used during school closures. Performance was tracked throughout the lockdown for 53,656 pupils in grades 2 through 6 from 810 schools, and compared to performance of similar pupils in the preceding year. While performance up to the lockdown was similar for school year 2019-20, during the lockdown learning was faster that it had been in 2018-19, contradicting results reported so far. These enhanced gains were correlated with increased use, and remained after the lockdown ended. Pupils ended the year with a higher proficiency score than was reached in earlier years. This was the case for all grades but more so for lower grades, for strong and weak students but more so for weak students, and less so for students in schools with disadvantaged populations than in schools with non-disadvantaged populations.

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