Promoting Equity in Elementary School Mathematics

This chapter describes the frameworks of mathematics tasks, equity-based mathematics teaching practices, technological pedagogical and content knowledge (TPACK), and how they relate to teaching for equity in virtual learning environments (VLE). The frameworks are used to describe vignettes from VLEs with elementary school learners and elementary school teacher candidates (future teachers). Implications of these vignettes include a need for an empirically based trajectory related to equity-based teaching practices as well as a need to consider which technologies in a VLE can be used to effectively promote equity-based mathematics teaching practices.

ASSESSMENT OF METACOGNITION OF ELEMENTARY SCHOOL LEARNERS IN SCIENCE: INCLINATIONS AND CONCERNS

Metacognition, 'the cognition of cognition' in the layman language is basically the control and coordination of any individual on his/her own learning and knowing process. This piece of work is conned to four components of metacognition of children assessed in science in later elementary as well as early secondary age of schooling in Mayurbhanj district of Odisha, an eastern state of India. While children reading in classes VI, and VIII of Government schools of the state are the main targets of the study the study also appreciates the cognitive and metacognitive consequences of schooling. Development of these competencies as consequences of schooling in grade VI and VIII were assessed by using the Metacognitive Knowledge Assessment Test (MKAT), Metacognitive Skill Assessment Test (MSAT), Metacognitive Attribution Assessment Test (MAAT) and Metacognitive Awareness Assessment Scale (MAAS) . In this study it was found that all the components of Metacognition increases with grade. Ethnicity is having signicant impact on these competencies i.e. learners with different ethnic background were distinct with their performances in metacognitive components. The learners from different locality are almost equally competent in all the competencies of except metacognitive skills, where rural student perform signicantly better than their counter parts of rural locality in all the grades as well as ethnicity

Predictors of Academic Performance of Public Elementary School Learners

Academic performance determines the quality and standard of efficiency and effectiveness of an educational system. The Research Forum Presentation Philippines' Approach to Assessment of the 21st Century Skills Assessment Curriculum and Technology Research Center (ACTRC) stressed that learners need to acquire 21st-century skills. To address this concern, the Philippines, through its educational agencies, including the Department of Education (DepEd) for the elementary school learners, has merged the learning approach in developing the 21st-century skills through the K to12 education reform agenda. Through its Bureau of Educational Assessment, DepEd has worked to define the skills and determine the opportunities of public elementary school learners of Bacolod City during the School Year 2019-2020. Likewise, it explores the relationship between the predictors of learners' academic performance using the demographic, such as age, sex, birth order, family living condition, monthly family income, nutritional status, and the level of academic performance of the learners in a public elementary school.

THE DEVELOPMENT OF MULTIPLE EPRESENTATIONS BASED STUDENT WORKSHEET TO IMPROVE LEARNING RESULTS OF GRADE V ELEMENTARY SCHOOL STUDENTS

The objective of this research was to develop Multiple Representations based student worksheet to improve elementary school learners’ learning results in Way Kanan district, Lampung province, Indonesia. This research used Research and Development (R & D) method by following steps made by Borg & Gall, which were simplified into three stages; preliminary study, planning and development, and field test. It used static group pretest-posttest design. Population was grade V elementary school learners in Way Kanan district, Lampung, Indonesia. Samples were two classrooms of grade V elementary school learners and taken by using purposive random sampling. Data were collected with papers, test pencils, observation sheets and questionnaires. Data were analyzed by using descriptive and inferential analyses by using paired t-test. The research results showed that: 1) multiple representation based student worksheet theoretically valid shown by content validity by average of 92.37 out of 100 maximum score and construct validity by average of 91.02 and they belonged to very valid category; 2) multiple representation based student worksheet was practical and effective to use by grade V elementary school learners and this was shown by average of learners’ learning result averages by 75.00 in experiment classroom and 60.00 in control classroom.

Opportunity to Start Strong

This chapter investigates challenges faced by educators in the early elementary grades as well as opportunities to transform science education in these critical, early years of schooling. We studied kindergarten teacher's first attempt to integrate one-to-one technology in an inquiry-based science lesson, drawing on works of Randi Engle to analyze the framing of the students and the activity, as well as on the works of Peggy Ertmer and colleagues to investigate barriers encountered in the implementation process. We employed Mishra and Koehler's (2006) Technological Pedagogical Content Knowledge (TPACK) framework to understand the dynamic triad of teacher's pedagogy, content, and technology knowledge, need for successful technology implementation endeavors. While implementations of technology enhanced inquiry-based science lessons in early elementary grades present educators with some unique dilemmas, they also carry a potential for sparking the scientific curiosity of the youngest elementary school learners' and illuminating the years to come.

Practice-Based Approaches to Mathematics Education

This chapter provides a description of three efforts to integrate practice-based approaches to preparing pre-service teachers to teach mathematics to elementary and middle grades learners. The vignettes include a university laboratory school focused on middle grades students, a tutoring program for elementary school students, and a small group teaching experience with elementary school learners. Within each vignette, the authors describe findings from examining how these experiences influenced pre-service teachers. Lastly, they close the chapter with implications and directions for future research.