The Representation Strategies of Preschool Children When Solving Numeracy Task

2021 ◽  
Vol 36 (2) ◽  
pp. 87-101
Author(s):  
Munirah Ghazali ◽  
Zurida Ismail ◽  
Zakiah Mohd Ashari ◽  
Zainun Mustafa
Keyword(s):  
Preschool Children ◽  
Primary School ◽  
School Success ◽  
Structured Interview ◽  
School Level ◽  
Mathematics Lesson ◽  
Early Numeracy ◽  
Mathematical Representations ◽  
Assessment Strategies ◽  
Primary School Level

Identifying and addressing the knowledge gap in early numeracy is crucial, given the strong associations between early numeracy skills and later school success. The purpose of this study is to establish current viewpoints and ideas on children’s numeracy development via three forms of representation: manipulative, symbolic, and static. The Children’s Numeracy Task was used to assess eleven preschool children’s numeracy knowledge via a semi-structured interview. The task was also designed to be presented in the three mathematical representations: concrete, static, and symbolic. The findings indicate that preschool children are more likely to use symbolic representation in solving a given task. This study highlights perspectives on how to apply various representations as pedagogical and assessment strategies to address the children’s readiness for a mathematics lesson at the primary school level.

Investigating learning in science at the primary school level

1983 ◽  
Vol 13 (1) ◽  
pp. 223-232 ◽  
Author(s):  
Fred Biddulph ◽  
Roger Osborne ◽  
Peter Freyberg
Keyword(s):  
Primary School ◽  
School Level ◽  
Primary School Level

Recent Research on Teaching: A Dream, a Belief, and a Model

1978 ◽  
Vol 160 (3) ◽  
pp. 5-37 ◽  
Author(s):  
Neville Bennett
Keyword(s):  
Primary School ◽  
Learning Processes ◽  
School Level ◽  
Teaching Skills ◽  
Model Following ◽  
Research On Teaching ◽  
Teaching Learning ◽  
Primary School Level ◽  
Interpretive Framework

An attempt is made to provide an interpretive framework for the findings of recent research on teaching at the primary-school level. A model of teaching/learning processes is outlined prior to an investigation of the empirical linkages between the elements of the model. Following this, the implications of the model for teaching skills are explored.

scholarly journals ‘Can We See It?’: Contextualizing ‘Deforestation’ from an English-Medium Science Textbook for a Primary School Level

2021 ◽  
Vol 2 (2) ◽  
pp. 86
Author(s):  
Ahmad Sugianto
Keyword(s):  
Primary School ◽  
Visual Image ◽  
School Level ◽  
Visual Images ◽  
Science Textbook ◽  
Descriptive Research ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Teachers And Students ◽  
Primary School Level

Understanding an English-medium science textbook is possibly challenging for some students. It is, for example, due to the language used. To deal with this issue, construing the use of the other mode, such as visual images, along with the verbal text is regarded useful. Thereby, the construal of multimodality in an English-medium science textbook becomes crucial. Albeit a myriad of inspections on multimodality exists, but to the best of the writer’s knowledge, such investigation with respect to an English-medium science textbook, particularly at a primary school level, was found to be limited. Therefore, this study aimed to scrutinize the verbal text and visual image presented in a science textbook used for a primary school level which is presented in English. To that end, a descriptive research design was employed. In this regard, a systemic functional multimodal discourse analysis (SF-MDA) within the trinocular metafunctions encompassing ideational, interpersonal, and textual metafunctions was utilized. The systemic functional linguistics theory, the grammar of visual design, intersemiotic complementarity, and logico-semantics were the frameworks employed to analyze the artefact, the English-medium science textbook. The findings revealed that the visual image and verbal text interact with one another within the three metafunctions. Given the interaction between the two modes, the present study suggests that both teachers and students are required to take into considerations and be aware of the potential or roles of images along with the verbal text, i.e. the images are not merely accessories, but instead, these are able to assist the comprehension of the science materials learned.

scholarly journals The role of concepts in science teaching

2003 ◽  
pp. 111-130
Author(s):  
Slobodanka Milanovic-Nahod ◽  
Nadezda Saranovic-Bozanovic ◽  
Dragica Sisovic
Keyword(s):  
Primary School ◽  
Concept Learning ◽  
Efficient Method ◽  
Cognitive Structure ◽  
School Level ◽  
Scientific Concepts ◽  
Essential Questions ◽  
Practical Recommendations ◽  
Primary School Level

The present paper poses essential questions: What knowledge should students attain and what methods should be applied? The authors started up from cognitivistic view of cognition related to: (a) organizing knowledge of science in the form of generalized ideas or major concepts that can be reduced to a large number of information items, and (b) manner of building up students? knowledge into meaningful units as matrices of interrelated concepts. Attention is directed to difficulties emerging in developing cognitive structures related to complex contents of science and methods of concept learning in the teaching process. The results of investigations show that students? mastery of concepts is poor, and the reasons are to be found in the abstract character of contents themselves, lack of ability to interrelate contents within one discipline and between cognate ones, and the absence of establishing relationships between scientific concepts in cognitive structure. An efficient method of presenting scientific concepts was given and explained at three levels, such as macro, micro and symbolic. A model was suggested as a possible method for netting concepts in chemistry at primary school level. Practical recommendations were given to teachers how to assess students? cognitive structure and how to apply appropriate methods.

scholarly journals A Systematic Review of Role and Responsibilities of Head Teachers at Primary Level in District Shaheed Benazirabad

2019 ◽  
Vol IV (I) ◽  
pp. 384-388
Author(s):  
Muhammad Ali Shaikh ◽  
Mahboob Ali Deraj ◽  
Zahid Hussain Sahito
Keyword(s):  
Systematic Review ◽  
Public Schools ◽  
Primary School ◽  
Quantitative Research ◽  
Research Study ◽  
School Level ◽  
Research Approach ◽  
Head Teachers ◽  
Primary Level ◽  
Primary School Level

The purpose of this research study was to review the expected role and responsibilities to be played by headteachers and done in reality at the primary school level in District Shaheed Benazirabad. It has been observed that headteachers in public schools at the primary level are not performing as per the need of the time. For the purpose, a tailor-made questionnaire was distributed among randomly selected headteachers. The quantitative research approach was used to solve the query. The results indicate the lenient approach of headteachers towards their duties.

scholarly journals Improving reading strategies and assessments used by educators to enhance learner academic success

Per Linguam ◽  
2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Veena Loopoo ◽  
Robert Balfour
Keyword(s):  
Academic Success ◽  
Primary School ◽  
Reading Skills ◽  
Formal Education ◽  
Early Years ◽  
School Level ◽  
Learning To Read ◽  
Professional Success ◽  
Crucial Component ◽  
Assessment Strategies

Learning to read is a crucial component of early education. Theorists have found a strong connection between reading skills and the level of academic and professional success enjoyed by an individual. The way an individual learns to read is crucial to achieving academic success; therefore, the methods used to teach reading need to be effective for optimal success. A substantial body of research demonstrates that literacy is fundamental to success in the formal education system and in most cases, the principal site for learning to read and write is assumed to be the primary school, usually in the early years. While there are many perspectives and methods used at school level, teachers will only succeed when they teach explicit strategies to decode words and their meanings and comprehension instruction. Using a mixed-methods approach, this article aimed to identify and explore teaching and assessment strategies employed by educators in Grade R at primary school level pertaining to the teaching of literacy. It emerged that although certain strategies do seem to promote greater acquisition of literacy, there is no one-size-fits-all approach when it comes to using literacy to promote the likelihood of achieving academic success.

scholarly journals Strategies Used by Public Primary School Teachers for Enhancing Students’ Curiosity in Science

2021 ◽  
Vol 7 (1) ◽  
pp. 93-101
Author(s):  
Bakhtawer Nasrullah ◽  
Ghulam Fatima ◽  
Dur e Nayab
Keyword(s):  
Public Sector ◽  
Primary School ◽  
Structured Interview ◽  
School Principal ◽  
School Level ◽  
School Teachers ◽  
Primary School Teachers ◽  
New Knowledge ◽  
Teachers And Students ◽  
The Subject

This qualitative study was planned to identify the curiosity enhancing strategies (CES) and explore the challenges faced by teachers during the use of strategies at primary school students in the subject of science. Curiosity is the desire to acquire new knowledge through exploration in order to grow and expand understanding. Curiosity refers to the tendency of children to ask, investigate, and find out the new knowledge obtained from their environment. The researchers did not find a study in the literature that specifically examined identification of curiosity related strategies used by teachers in Pakistan. This research study was conducted to identify the curiosity related strategies used by the public sector school teachers in teaching Science to students enrolled in primary classes in Lahore. Purposive sampling technique was used for selection of the participants of the study. Data was collected from teachers and students of primary school (5th grade) level in science subject. Data from teachers was collected personally and on telephone. Data from students was collected through interviews by visiting the respective schools and after taking consent of the school principal. Two semi structured interview protocols were developed for taking responses at primary school level teachers and students. Data was analyzed by using thematic analysis technique. Findings of the study reflected that primary school teachers of the study were using different strategies for enhancing curiosity in students in the subject of Science. During the use of these strategies public sector primary school teachers faced many challenges like lack of resources, large strength of students in a classroom, lack of students attention, lack of parents cooperation. This study recommended that teachers and parents may use these strategies for enhancing curiosity in students.

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