scholarly journals Prospective primary school teachers'and pre-school teachers' beliefs about the nature of mathematics and mathematics learning

2018 ◽  
Vol 31 (1) ◽  
pp. 27-42
Author(s):  
Slagjana Jakimovik
Keyword(s):  
Primary School ◽  
Mathematics Learning ◽  
School Teachers ◽  
Teachers Beliefs ◽  
Nature Of Mathematics ◽  
And Mathematics

scholarly journals Web-based conferencing: Pedagogical asset or constraint?

1998 ◽  
Vol 14 (2) ◽  
Author(s):  
Gerry Foley ◽  
Sandy Schuck
Keyword(s):  
World Wide ◽  
Mathematics Learning ◽  
School Teachers ◽  
Affective Outcomes ◽  
Web Based ◽  
Pedagogical Tool ◽  
The World ◽  
Mathematics Educators ◽  
Nature Of Mathematics ◽  
And Mathematics

<span>Educators are increasingly engaging in innovative practices which use the World Wide Web as a pedagogical tool. One aspect of Web usage which shows promise of enhancing learning is that of Web-based conferencing. This paper describes an intervention in which the authors used a Web-based conferencing tool to promote dialogue within an international community of mathematics educators and prospective school teachers on the nature of mathematics and mathematics learning. Results of the intervention suggested that while benefits of new understandings about mathematics, improved writing, and collaboration did occur, affective outcomes of using a web based tool were often negative. The need to critically assess the pedagogical benefits of web based conferencing, both cognitive and affective, is discussed, and implications for practice are outlined.</span>

Teaching mathematics with children’s literature in Finland

2016 ◽  
Vol 8 (4) ◽  
pp. 253
Author(s):  
Miikka Wikholm ◽  
Juli-Anna Aerila
Keyword(s):  
Children's Literature ◽  
Primary School ◽  
Mathematics Teaching ◽  
Basic Education ◽  
Mother Tongue ◽  
Mathematics Learning ◽  
Children’S Literature ◽  
Teaching Mathematics ◽  
Teacher Trainees ◽  
Teachers Beliefs

The Finnish school system will transfer to the new Core Curriculum for Basic Education 2014 in 2016. The new curriculum emphasizes integration of subjects. In Finland, mathematics and the mother tongue are the two subjects which are taught the most and therefore play a significant role in every primary teacher’s weekly routine. Unlike English-speaking countries, Finland lacks children’s literature aimed towards use in mathematics teaching. This study aimed to understand teachers’ and teacher-trainees’ points of view on the extent to which they use children’s literature in teaching mathematics in primary school and how to efficiently use children’s literature in teaching mathematics in primary school. This study was a part of an international study entitled ‘Teachers’ beliefs on the integration of children’s literature in primary mathematics learning and teaching: A comparative study’, including universities from England, Hong Kong, Australia, and Finland. The aim was to determine teachers’ beliefs concerning integration of children’s literature into mathematics teaching and to the extent to which this benefits learning. Data collection was conducted via web-based questionnaires translated into Finnish from spring to autumn 2015. Mixed methods data analysis showed that teachers/teacher-trainees do not use children’s literature in mathematics teaching, but they still recognize various ways to implement it into their teaching. Previous studies on the use of literature in mathematics teaching show that children’s literature may provide a meaningful context to develop mathematical skills and foster children’s positive attitudes towards mathematics, as the stories in the literature are presented in an engaging and approachable manner.Keywords: mathematics, children’s literature, teaching

scholarly journals Future Primary School Teachers Training for the Implementation of «Daily 3» Technology

2021 ◽  
Vol 1 (1 (339)) ◽  
pp. 127-133
Author(s):  
Oksana Dudnik ◽  
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Ability To Work ◽  
School Students ◽  
Primary School Teachers ◽  
And Mathematics ◽  
Teachers Training ◽  
Educational Field

The article deals with the conceptual provisions of innovative pedagogical technology of teaching mathematics to primary school students «Daily 3», which considers students' interest in mathematics, developing their skills of independence, ability to work in a team and communicate by engaging in various activities. Theoretical principles of conducting mathematics independently, mathematics with a friend and mathematics writing are revealed. The generalized algorithm of conducting «Daily 3» is given and the structure of such lesson is presented. Factors that prevent the full implementation of the technology «Daily 3» in Ukrainian primary schools are analyzed. The optimal way of future primary school teachers training for realization of this technology is offered. It consists in considering within the discipline «Methods of teaching the educational field of mathematics» its elements, and while studying the discipline of free choice «Methods of teaching mathematics: technological approach» detailed disclosure of didactic and methodological foundations of mathematics independently, mathematics with a friend and mathematics in writing.

scholarly journals THE APPLICATION OF A METHOD OF DRILL IN AN EFFORT TO IMPROVE THE RESULT ON ANY MATERIAL MULTIPLICATION STUDENTS LEARN MATH CLASS II PRIMARY SCHOOL

2020 ◽  
Vol 9 (5) ◽  
Author(s):  
Naila Restu Kurnia ◽  
Siti Ruqoyyah ◽  
Uke Viani
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Class Ii ◽  
School Students ◽  
Learning Mathematics ◽  
Before And After ◽  
Grade Ii ◽  
And Mathematics ◽  
Math Class

Research was triggered by the low level of achievement or learning outcomes to learning mathematics in primary school.It is also based on the results of observation, that there are known problems that constrained the success of learning mathematics in primary school, one of which is the low student learning outcomes and mathematics which are less attractive to students.The purpose of this research is to improve the result of primary school students learn math class II on any material multiplication by uses the method drill.Research methods that were used in this research was research methodology the act of class by comparing the increase in learning outcomes of a boy before and after applied a method of drill as many as two breeding cycles research.The research was conducted in SDN Cibeber 1 in the Kecamatan area South Cimahi, the City Cimahi. The results of this study were an increase in student mathematics learning outcomes in the multiplication material by 52.2% after the drill method was applied. Thus, it can be concluded that the drill method can help improve mathematics learning outcomes in the multiplication material of grade II SD students.

Reconceptualisation of Learning Objects as Meta-Schemas

2011 ◽  
pp. 792-807
Author(s):  
Mohan Chinnappan
Keyword(s):  
Learning Environments ◽  
Knowledge Construction ◽  
Mathematics Learning ◽  
Learning Objects ◽  
Pedagogical Tools ◽  
Mathematical Learning ◽  
Powerful Learning ◽  
New Challenges ◽  
Nature Of Mathematics ◽  
And Mathematics

The shift in the way we visualise the nature of mathematics and mathematics learning has presented educational technologists with new challenges in the design of rich and powerful learning environments. Against this background, the design and use of learning objects in supporting meaningful mathematical learning assumes increased significance. I argue that learning objects need to be sufficiently pliable such that both teachers and learners could engage in knowledge construction that provides further avenues for growth and sophistication of mathematical schemas. In this chapter, the author aims to show the limitations of current views about mathematical learning objects and the need to reconceptualise these in terms of generic meta-schemas. A meta-schematic framework would provide the mathematics community with powerful pedagogical tools to support and assess mathematics learning. Two examples of these meta-schemas for geometry are described.

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