Academic literature on the topic 'Arithmetic Study and teaching (Primary) Australia'
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Journal articles on the topic "Arithmetic Study and teaching (Primary) Australia"
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Espinoza, Lorena, Joaquín Barbé, and Grecia Gálvez. "A study of didactics phenomena related to arithmetic teaching in Chilean primary school." Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 27, no. 2 (June 9, 2009): 157. http://dx.doi.org/10.5565/rev/ensciencias.3728.
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Vahid qızı Əkbərova, Günel, Zəhra Nurbala qızı Abdullayeva, Nəzrin Zaur qızı İsmayılova, and Nailə Nəcəf qızı Baxşiyeva. "Teaching the solution of accounting problems at primary schools." SCIENTIFIC WORK 77, no. 4 (April 17, 2022): 80–87. http://dx.doi.org/10.36719/2663-4619/77/80-87.
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İbtidai sinif şagirdlərinin, hesab məsələlərinin lazımınca öyrənməsi və onların lazımınca başa düşməsi, araşdırılır. Şagirdlərə həyatda baş verən hadisələrlə bağlı məsələlər verilir və onların həlli üsulları ilə tanış edilir. Tədris prosesi zamanı şagirdin intellektual inkişafında irəliləyiş baş verir. Bu cəhətdən məsələ həlli vacib yer tutur.Şagirdlər hesab əməli nəticəsi ilə komponentləri arasında asılılığı, kəmiyyətlər arasındakı asılılığı öyrənir məsələdə verilənlərlə axtarılan arasında əlaqəni aşkar etmək üçün məsələnin şərtindən istifadə edirlər. Açar sözlər: hesab, həll, həll üsulları, ibtidai sinif, məsələ, məsafə , sürət, zaman Gunel Vahid Akbarova Zahra Nurbala Abdullayeva Nazrin Zaur Ismayilova Naila Najaf Bakhshiyeva Teaching the solution of accounting problems at primary schools Abstract Primary school students' proper study and understanding of arithmetic is investigated. Students are given questions related to life events and are introduced to their solutions. During the learning process, progress is made in the intellectual development of the student. In this regard, the issue is important.Students learn the relationship between the practical result of the calculation and its components, the relationship between the quantities, use the condition of the problem to find the relationship between the data in the problem and the sought. Key words: arithmetic, distance, primary class, problem, solution, solution methods, speed, time
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Gliksman, Yarden, Shir Berebbi, and Avishai Henik. "Math Fluency during Primary School." Brain Sciences 12, no. 3 (March 11, 2022): 371. http://dx.doi.org/10.3390/brainsci12030371.
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Math fluency is the ability to solve arithmetic facts quickly and accurately (i.e., addition and subtraction problems up to 20, and multiplication and division problems from the multiplication table). Curricula in primary school devote a significant period of time for learning and retrieval of arithmetic facts. Recently, a new computerized tool to assess math fluency—the BGU-MF (Ben-Gurion University Math Fluency) test—was developed and found to be a reliable and valid tool for adults. In the current study, we examine the performance of first to sixth-grade children in math fluency using the BGU-MF. The results present the performance of MF during childhood and emphasize that it continues to develop during primary school. Importantly, proficiency of MF differed by operations, and the automaticity of math facts was acquired in different grades. Moreover, we found that the BGU-MF is a reliable and valid tool not only for adults but also for children during primary school. Our study has educational implications for the teaching, practice, and retrieval of arithmetic facts.
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Nada Mohammed Al-Meziraee, Rehab Mohamed Al-Abed, Nada Mohammed Al-Meziraee, Rehab Mohamed Al-Abed. "A Suggested Proposal of a Vocational Program in the Light of the National Professional Standards for Developing Art Education Primary Teachers' Teaching Skills: تصور مقترح لبرنامج مهني في ضوء المعايير المهنية الوطنية لتنمية المهارات التدريسية لمعلمات التربية الفنية بالمرحلة الابتدائية." مجلة العلوم التربوية و النفسية 5, no. 42 (November 27, 2021): 135–09. http://dx.doi.org/10.26389/ajsrp.d300521.
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The current study aimed at defining the teaching skills required to be developed by art education female teachers in primary schools in light of the national professional standards for art education teachers, then defining the level of teaching performance of art education female teachers in primary schools in light of the targeted skills, And providing a suggested proposal for a professional program in light of the national professional standards to develop the teaching skills targeted for art education female teachers. To achieve the objectives of the study, the descriptive approach was used, and the researcher prepared a questionnaire to determine the teaching skills needed to be developed among art education female teachers, and the study used the observation card as a tool for data collection. It also prepared a suggested vision for a professional program in light of the national professional standards to develop the teaching skills targeted for art education female teachers. After ensuring the validity and reliability of the study tools, they were applied to a random sample of art education female teachers in primary schools in Buraidah, of (18) female teachers. The main results of the study: - The level of teaching performance of art education female teachers in light of the performance indicators related to the national professional standards is weak; as the arithmetic mean of the total scores in the observation card was (1.60) with a standard deviation of (0.198), and the performance level was (53.3%). - One of the standards came with a (high) degree; as the arithmetic mean was from (2.34 to 3.00). - Four of the standards came with a medium degree, as the arithmetic mean was from (1.67 to less than 2.34). - Seven of the standards came with (weak) degree; as the arithmetic mean was from (1.00 to less than 1.67). In light of the previous results, the study recommended to take advantage of the suggested proposal for the professional program prepared by the study in the training of female and male art education teachers during service to develop their specialized teaching skills in light of the national professional standards, and to take advantage of the observation card by the educational supervisors, when doing class visits for art education female teachers; in order to track the teaching performance, and by the female teachers to evaluate their level of performance. And to reconsider the pre-service preparation programs for art education female teachers and developing them to be built in light of the national professional standards for art education teachers.
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Engvall, Margareta, Joakim Samuelsson, and Rickard Östergren. "THE EFFECT ON STUDENTS’ ARITHMETIC SKILLS OF TEACHING TWO DIFFERENTLY STRUCTURED CALCULATION METHODS." Problems of Education in the 21st Century 78, no. 2 (April 15, 2020): 167–95. http://dx.doi.org/10.33225/pec/20.78.167.
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Mastering traditional algorithms has formed mathematics teaching in primary education. Educational reforms have emphasized variation and creativity in teaching and using computational strategies. These changes have recently been criticized for lack of empirical support. This research examines the effect of teaching two differently structured written calculation methods on teaching arithmetic skills (addition) in grade 2 in Sweden with respect to students’ procedural, conceptual and factual knowledge. A total of 390 students (188 females, 179 males, gender not indicated for 23) were included. The students attended 20 classes in grade 2 and were randomly assigned to one of two methods. During the intervention, students who were taught and had practiced traditional algorithms developed their arithmetic skills significantly more than students who worked with the decomposition method with respect to procedural knowledge and factual knowledge. These results provided no evidence that the development of students' conceptual knowledge would benefit more from learning the decomposition method compared to traditional algorithm. Keywords: arithmetic skills, decomposition method, intervention study, mathematics education, traditional algorithm, written calculation.
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Temnikova, Maria. "SPECIFICS OF TEACHING THE INVERSE RELATIONS BETWEEN THE ARITHMETIC OPERATIONS ADDITION AND SUBTRACTION DURING THE EDUCATION IN MATHEMATICS IN GRADE 1." Proceedings of CBU in Social Sciences 2 (October 24, 2021): 331–37. http://dx.doi.org/10.12955/pss.v2.242.
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One of the fundamental knowledge in mathematics in Primary school is related to the arithmetic operations addition and subtraction. According to the educational programs in mathematics in the Republic of Bulgaria, students start studying these operations in grade 1.
The article presents theoretical concepts affecting studying the arithmetic operations addition and subtraction in the education in mathematics at a primary school.
The research work identified the specifics of studying the inverse connections between the arithmetic operations addition and subtraction in the education in mathematics for grade 1 are also presented. Some of the significant tasks with importance for discovering the relations between the forward operation addition and the reverse operation subtraction were proposed in the study. A new methodology system of work with tasks where these relations are used was developed and tested.
The author studied the knowledge, skills, and competencies of the grade 1 students to solve arithmetic operations addition and subtraction tasks. After the exit diagnostic, it was found out that the students of the class where the new methodology system of work was applied during their education in mathematics have got a higher level of knowledge and skills from competency Cluster Numbers in respect of the arithmetic operations addition and subtraction.
The use of mathematical tasks with reverse relations between the arithmetic operations addition and subtraction help the students to develop both the overall mathematical knowledge and the logical thinking of the first-graders.
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Unodiaku, Sochima Stanislus. "Number Manipulation Strategy: A Model of Experiential Instruction and Interest in Arithmetic Learning of Pupils of Lower Basic Level in Enugu State, Nigeria." Journal of Education and Vocational Research 12, no. 1(V) (November 16, 2021): 19–29. http://dx.doi.org/10.22610/jevr.v12i1(v).3238.
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The study investigated the efficacy of the number manipulation strategy (NUMAS) as a model of experiential instruction and interest in arithmetic learning for pupils of lower basic levels. The population of the study consisted of 1205 lower basic III level pupils of the 2018/2019 session in Igbo-Etiti Local Government Area (L.G.A.) of Enugu State. A sample of 121 primary five pupils from 4 schools out of 53 primary schools in the study area was randomly sampled. The 121 pupils were composed of 42 males and 79 females used for the study. The study was guided by four research questions and four hypotheses. The hypotheses were tested at a p<.05 level of significance. The instruments used for the study were Arithmetic Test (ART) and Mathematics Interest Inventory Questionnaire (MIIQ) developed by the researcher. The ART and MIIQ instruments were faces validated by experts and their reliability indexes were 0.85 and 0.79 respectively, established using Cronbach alpha and split-half methods respectively. The data obtained with the instruments were analyzed using mean, standard deviations (SD), t-test and analysis of covariance (ANCOVA) statistics. Mean and SD was used in answering the research questions, while t-test and ANCOVA statistics were used in testing the hypotheses at P<.05 level of significance. The findings of the study showed that NUMAS is effective in teaching arithmetic, especially in enhancing the addition and subtraction skills acquisition of the pupils. Gender was found not to be a significant factor of variance in arithmetic achievement when the teaching of arithmetic is NUMAS based. The use of NUMAS was recommended to teachers, lower basic mathematics textbook authors and stakeholders in education, to ensure that NUMAS is adopted and adapted for use in Mathematics classroom instruction and learning.
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Ellerton, N. F., and M. A. Clements. "Reshaping School Mathematics in Australia 1788–1988." Australian Journal of Education 32, no. 3 (November 1988): 387–405. http://dx.doi.org/10.1177/000494418803200310.
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An examination of nineteenth and early twentieth century events reveals the origins of the following three traditions of school mathematics in Australia: 1. Many groups in society will not benefit from having access to any branch of mathematics other than elementary arithmetic. Such groups include females, working-class children, and Aboriginal and other children whose cultures differ from the dominant Anglo-Saxon culture. 2. The main purpose of school mathematics is to prepare students for tertiary courses. 3. Rote teaching and learning procedures associated with rigidly defined courses of study, prescribed text books, and written examinations are desirable. Over the last 25 years the validity of these traditions has been questioned. This paper argues that the heavy dependence on overseas ideas, and the acceptance of tertiary mathematicians' views on school mathematics, which characterised earlier times, have diminished because of the greater involvement of school teachers, and tertiary and government mathematics educators, in discussions on school mathematics.
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Mugyabuso, Witness Berthesa, and Felista Tangi. "The Impact of Talking Classroom in Teaching and Learning 3Rs in Public Pre-Primary Schools in Ilemela Municipality, Mwanza-Tanzania." Journal of Humanities and Education Development 4, no. 2 (2022): 38–44. http://dx.doi.org/10.22161/jhed.4.2.6.
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The study confined to public pre-primary schools based on assumption that early age is the best opportunity to teach children the skills of reading, writing and arithmetic (3Rs). The study aim is to assess the impact of talking classroom in teaching and learning basic 3Rs skills in public pre-primary schools in Ilemela Municipality, Mwanza, Tanzania. The study conducted in ten public primary schools which involved twenty participants whereby ten was pre-primary teachers and ten was public primary school head teachers. The study employed qualitative approach method with a case study design. In sampling technique, the study adopted convenience and purposeful sampling technique, which included critical case to obtain participants. Data collected through structured interviews, observation checklist and documentary review guideline. The study revealed that pre-primary teachers in public primary schools had positive perceptions on the use of talking classroom in teaching and learning 3Rs in pre-primary children. Also, the study revealed that for effective use of 3Rs in public pre-primary classroom, there must be enough teaching and learning materials. The study recommends that the government should ensure the increase of school capitation funds especially in primary schools.
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Taghreed Muslim Ateeq Aljehni, Ibrahim Awadhallah Raja Alofi, Taghreed Muslim Ateeq Aljehni, Ibrahim Awadhallah Raja Alofi. "Obstacles to creative teaching among Arabic language teachers at the primary level in Medina (from their point of view): معوقات التدريس الإبداعي لدى معلمي اللغة العربية بالمرحلة الابتدائية في المدينة المنورة من وجهة نظرهم." مجلة العلوم التربوية و النفسية 6, no. 18 (April 29, 2022): 24–43. http://dx.doi.org/10.26389/ajsrp.j290921.
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This study aimed to reveal the obstacles to creative teaching among Arabic language teachers at the primary school in Madina from their point of view. In order to achieve the goal, the researcher used the descriptive survey method. The researcher designed a questionnaire, that consisted of (29) items. The research sample was (328) male and female teachers, who were chosen by simple random method. the researcher found the following results: The axis of constraints related to the school environment came first, with an arithmetic mean (3.98) and The axis of student's constraints ranked second, with an arithmetic mean (3.46), and The axis of obstacles related to the textbook came in third place with an arithmetic mean (3.49) and The axis of the teacher’s obstacles ranked fourth and last in terms of verbal significance (medium) with an arithmetic mean (3.34) and There are no statistically significant differences at the level of significance (0.05) between the average responses of the sample members to the degree of severity of the creative teaching obstacles related to (the teacher and the textbook) in addition to the obstacles to creative teaching as a whole due to the gender variable. There are differences in the two axes (school environment, student) due to the variable of sex in favor of males (teachers). There are no differences in (obstacles specific to the teacher, obstacles specific to the textbook, obstacles for the student) in addition to obstacles to creative teaching as a whole, due to the variable of years of experience. However, there are differences in the axis (obstacles related to the school environment) due to the variable of years of experience, in favor of those with experience (5-10) years, and those with experience (more than 10 years) over those with less than (5 years) experience only.
Dissertations / Theses on the topic "Arithmetic Study and teaching (Primary) Australia"
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Swan, Paul. "A comparison of mental strategies used by skilled and unskilled mental calculators." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1991. https://ro.ecu.edu.au/theses/1122.
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The purpose of this study was to investigate the various strategies used by year seven students when carrying out division computations mentally. A comparison was made between the strategies used by high and low performing mental calculators. A number of high and low performing mental calculators were chosen as a result of their performances on twelve interview items. Both groups of students were given a set of division problems to complete mentally. After solving each problem the students were asked on a one-to-one basis to reflect on the strategy or method they used to solve the problem. The interviews were audio-taped, transcribed and coded. Non verbal behaviour was recorded on a separate sheet during the interview. The data were analysed to determine what differences existed between high and low performing mental calculators in relation to the strategies they used to solve division computations mentally. The diversity and range of strategies used by each group were compared. Commonly used strategies were noted together with those which hindered the mental solution of problems. It is hoped that the results of this investigation can be used to aid teachers to improve the teaching of mental calculation in ordinary classrooms. The results may also be helpful to those working in remedial mathematics. Further it is hoped that a follow up study may be carried out to determine the best way of improving the performance of both skilled and unskilled mental calculators.
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Maclellan, Euphemia M. "Teaching addition and subtraction by the method of bidirectional translation : an empirical study." Thesis, University of Stirling, 1990. http://hdl.handle.net/1893/2083.
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Bidirectional Translation, devised by the author, is a structured approach to the teaching of addition and subtraction which aims to give children greater understanding of arithmetical operations. The approach systematically involves both: the translation of numerical representations into hypothetical, real world contexts; and the extraction of the appropriate numerical operations from hypothetical, real world contexts. It is this emphasis on translation from and to both the numerical representation and realistic contexts which gives rise to the name, Bidirectional Translation. An experimental group of 90 primary one children were taught to add and subtract (within 10) by the method of Bidirectional Translation. Post-test comparison of the experimental subjects' performance with that of a control group showed significantly superior performance on the part of the experimental subjects in terms of the utilizability of addition, the evocability of addition, the utilizability of subtraction and the evocability of subtraction for five different classes of verbal context, namely: Part-Part Whole, Separating, Joining, Equalizing and Comparison contexts. In all instances the probability of the results being chance ones were less than 5% and in most, were less than 1%. In both the experimental and control groups, most children performed better when they were required to utilize concepts than when they were required to evoke concepts. Similarly they performed better when they were required to add than when they were required to subtract. The differences, however, were not always significant. It is suggested that the effectiveness of the methodology of Bidirectional Translation is rooted in a structure which allows the child to make his/her thinking explicit and which allows the teacher to monitor this.
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Crameri, Leo G. "The relative effectiveness of four different approaches to instruction in the mastery of the basic division facts." Thesis, Queensland University of Technology, 1986. https://eprints.qut.edu.au/36486/1/36486_Crameri_1986.pdf.
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In recent years, a number of studies have been conducted into the
teaching and learning of the basic facts of arithmetic. Only a very
small number of these have included the operation of division or the
use of a computer as an aid to learning. Yet, the results from the
second National Assessment of Educational Progress in the US and the
1980 Australian Studies in School Performance indicated that many
primary-aged children did
they did on the addition,
highly desirable that
not achieve as well on the division facts as
subtraction or multiplication facts. It is
children be able to recal 1 the basic number
facts accurately and instantly. Automatic recal I of the division
facts is needed if students are to successfully solve long division
calculations, write common fractions in simplest form and estimate
answers to problems involving division. As Gagne (1983) stated, this
knowledge "would be best not just learned, not just mastered, but
automatized" . In what ways, then, can this automatisation be best
achieved in the classroom?
The purpose of this study was to investigate the learning of the
basic facts of arithmetic by children in a local State primary school.
Speciflcal ly, the relative effectiveness of four different approaches
to instruction in the mastery of the ninety division facts by two Year
5 classes of boys and girls was assessed.
question was asked:
The fol lowing general
How do
1.
2.
3.
4.
the treatments affect the variables:
number of facts correct within a given time:
power accuracy (that is, accuracy within the given
time);
accuracy (given unlimited time); and
time taken to attempt all facts
as exemplified on the posttest and short-term and long-term
retention tests?
The effects that the treatments had on the initial learning of the
division facts and the retention of them over short-term and long-term
periods of time were examined. A course of instruction in the
conducted prior to instruction on the
formal study had been undertaken.
labelled "think multiplication" and
basic multiplication
division facts for
The instructional
"think share", each
facts was
which no
modes were
with and
without the aid of a computer. The 56 students were randomly assigned
to one of the four treatment groups. In order to solve an unknown
division fact, the think-multiplication group was taught to focus on
the related multiplication fact while the think-share group shared
discrete objects into sets. The two computer groups interacted with
a commercially produced, drill and practice program on an Apple 1 l+
microcomputer after the corresponding, conceptual base for division by
two and five had been established.
Al 1 four groups made considerable gains in accuracy and speed of
recall of the division facts over the study period. Several
differences that were significant (p < 0.05) were found. Children who
used the think-share strategy were more accurate on these facts on the
posttest and short-term retention test than those who employed the
think-multiplication strategy. However, children who used the
think-multiplication strategy took less time to complete the facts on
the posttest and short-term retention test than those who used the
think-share strategy. No significant differences were found between
the computer and non-computer groups.
It was concluded that computer-aided instruction (assuming a
conceptual base had been formed for divison) can be as effective as a
thinking-strategy approach incorporating practice and drill. It would
appear advantageous to introduce the think-share strategy initially to
develop accuracy, followed by the think-multiplication strategy to
develop instant recall of the division facts. Indeed, it would be
possible to combine these two strategies into one strategy by sharing
discrete objects to form a multiplication array. This may be the best
strategy, combined with practice and drill including computer-aided
instruction, to use in the teaching and learning of the basic division
facts. A necessary prerequisite would be a high level of
multiplication strategy maturity and hence multiplication achievement.
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Gracey, Colleen. "Analysis of a teaching sequence to develop mental computation involving multiplication with year six children." Thesis, Queensland University of Technology, 1994. https://eprints.qut.edu.au/36480/1/36480_Gracey_1994.pdf.
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Change is an evolutionary process that is a natural and essential
characteristic of education. Changes in society have prompted calls for
reform in mathematics education. Recent research has suggested reforms
are needed in the areas of mathematics content and mathematics
instruction. Seminal research papers have called for a change in
computation emphasis. The literature reviewed indicated that mathematics
content has primarily focussed on a narrow view of computation, paper and
pencil computation. Many authors believe it is important to understand other
forms of computation such as mental, calculator and estimation, to develop
a broad understanding of computation and, to use different pedagogical
approaches to encourage students to think more critically about the
mathematics they are learning.
Following these considerations this project aimed to implement a
developmental learning sequence in a specific classroom situation. The
learning sequence focussed on developing mental multiplication strategies
by actively involving students in the learning process, and using a variety of
pedagogical approaches. A series of tasks were designed and applied in a
Year Six classroom situated within the metropolitan area. The sample
included students from all ability levels and the project was conducted over
a ten week period. The study followed an action research approach and was
developed through participant observation.
The following purposes were investigated:
1. to identify a series of tasks to develop strategies for two
by two digit mental multiplication, that would be relevant
to students and classroom teachers as a practical
developmental sequence. 2. to identify and analyze students' thinking prior and
subsequent to their participation in a developmental
series of tasks focussing on mental computation of two
by two digit numbers.
3. to identify and analyze students behaviours while they
were active participants in a developmental learning
sequence focussing on two by two digit mental
multiplication.
4. to identify prior knowledge students require and to
analyze the influence of prior knowledge on the
development of a sequence of two by two digit mental
multiplication strategies.
5. to verify and analyze connections between intuitive,
concrete, computational and principled ways of
understanding involved in two by two digit mental
multiplication examples.
The results of this investigation indicated that a mental multiplication
developmental learning sequence was successfully designed and tasks
were completed satisfactorily by all participants (teachers and students), to
varying degrees of success. The project provided a practical developmental
sequence for teaching mental multiplication strategies, that could be
adopted in a classroom situation. Analysis of qualitative evidence collected
indicated that the students were actively involved in the learning process
and developed a broader understanding of computation through a variety of
instructional approaches in mental multiplication strategies. Implications from this study could be used to improve classroom practice,
heighten students achievements and enhance teacher attitudes and
awareness.
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Cheung, Chi-kit, and 張志傑. "Lower primary students' understanding of whole number addition and subtraction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960030.
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Weedon, Elisabet. "Word problems in primary mathematics : types of difficulties experienced by some 'average' eight and nine year olds, and the effect of manipulating selected structural variables." Thesis, University of Stirling, 1991. http://hdl.handle.net/1893/2137.
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This project investigates primary 4 children's difficulties when solving word problems. It consists of an exploratory study examining the feasibility of using task-based interviews in the school setting; and a main study divided into three phases. The tasks set to the children are selected/adapted word problems from SPNG textbook Stage 2. Phase 1 investigates the difficulties of forty "average" primary 4 children from five different schools. Task-based interviews are used in conjunction with an error analysis. Phase 2 makes structural alterations to six of the most difficult Phase 1 word problems to investigate more closely the possible cause of difficulty. These altered word problems are re-presented to the Phase 1 sample. The original problems are not re-presented to this sample as the task-based interviews allowed for considerable practice of these original problems. Phase 3 took place a year later than Phase 2 and presents the structurally altered word problems alongside the original problems to a different, but similar sample. This sample consists of 126 children from the five schools participating during Phase 1/2. It is suggested that the findings do not support the view that a small unvarying number of variables consistently affect problem difficulty. Rather the sources of difficulty are likely to stem from a number of highly complex interacting sources; and the language itself need not be the block it sometimes appears to be. Informal strategies were evidently important for a significant minority of children, particularly in relation to subtraction problems. This seems well worth investigating further. The use of these strategies suggested that the language of the word problem could be understood when the child could link it to his/her informal strategies. Also, given simpler numbers, the semantic implications of the problem could often be mastered.
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Strickland, Monica Kathleen. "The Effects of Self-evaluation and Response Restriction on Letter and Number Reversal in Young Children." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4542/.
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The purpose of this study was to evaluate the effects of a training package consisting of response restriction and the reinforcement of self-evaluation on letter reversal errors. Participants were 3 typically developing boys between the age of 5 and 7. The results indicated that the training package was successful in correcting reversals in the absence of a model during training and on application tests. These improvements maintained during subsequent follow-up sessions and generalized across trainers. Fading was not always necessary in correcting reversals, but was effective in correcting reversals that persisted during the overlay training procedures. The advantages to implementing a systematic intervention for reducing letter reversal errors in the classroom, as well as directions for future research, are discussed.
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Mildenhall, Paula. "An exploratory case study using an expert learning process designed to promote number sense in a year 6 classroom." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/663.
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Walters, Anne E. "Making art-the child's perspective." Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/36630/1/36630_Digitised%20Thesis.pdf.
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Current research into the status of art in primary school education suggests that there is overwhelming support for a more vigorous approach to the artistic and creative development of children in Australian education. A recent Australian Council Report (Costantoura, 2000) into the arts in Australia found that as many as 85% of Australian adolescents and adults felt that involvement in the arts "should be an important part of the education" (p. 86) of every child.
Despite such support however, there is a lack of emphasis on the creative arts in the curriculum of many Australian primary schools and there are few schools which would consider themselves particularly well-equipped with either the teaching or practical resources to facilitate a dynamic and progressive arts program. Art education is predominantly the responsibility of classroom teachers in primary schools in Australia and, while many teachers manage to provide their students with outstanding experiences in visual art, the priority assigned to the subject can vary according to the interests and skills of individual teachers and/ or school principals.
How then do young recipients of a visual arts education view their involvement in the subject? Is it an important part of their education and can they explain in what ways they are able to see value (or not) in further participation in artmaking? While adults present the bulk of research, discussion, planning, and evaluation on the subject of art in education, this study considers the perspectives of a group of children aged between eight and ten years from three schools, who have elaborated broadly upon their thoughts and feelings on the subject.
Although the intention of the study was to consider children's perspectives as artmakers, and the interview questions guided the information collected, pre-determined outcomes and predicted responses were not set. Collection of data was based upon (1) informal discussion and semi-structured interviews with children, (2) collection of artwork and photographic material, (3) participant observation in the classroom during art classes. Using Strauss and Corbin's (1990) approach to grounded theory, collected material was decoded and analysed, and the triangulated material was used to isolate a number of possible key issues or categories. These related to the importance of the teacher's approach to artmaking classes and the subsequent effect of this upon children's individual and general attitude to artmaking, the ramifications of using art to broaden cultural appreciation and association, and the need for increased understanding of the cognitive aspects of artmaking.
The overarching outcomes emerging from the study concentrate on the value which can be attributed to the children's perspectives. What the children had to say about artmaking requires further investigation and this study provides a glimpse into what children think about art and artmaking. The key finding, and that which has formed the basis for theory building is that the children's perspectives contain significant insight and understanding that is both important and useful to educators working with them - as well as educators and researchers investigating the value and development of art in education.
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Swan, Paul. "The computation choices made by students in years 5 to 7." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/734.
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This study was designed to explore the computation choices made by 78 students in Years 5 to 7. The ability to choose and use a repertoire of computation methods is an important goal of mathematics education. While one might expect to find a great deal of research outlining the computation choices students make and why they make them, this was not the case; and as such it was decided to explore what computation choices students make and why they make them.
Books on the topic "Arithmetic Study and teaching (Primary) Australia"
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A guide to teaching mathematics in the primary grades. Boston: Allyn and Bacon, 1989.
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Knapp, Brian J. Mental arithmetic. Danbury, CT: Grolier Educational, 1999.
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M, Hill Jane, and National Council of Teachers of Mathematics., eds. Geometry for grades K-6: Readings from the Arithmetic teacher. Reston, Va: National Council of Teachers of Mathematics, 1987.
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Katz, Adrienne. You can teach your child about numbers: Learning is a game we play with our minds. London: Thorsons, 1994.
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Neuman, Dagmar. The origin of arithmetic skills: A phenomenographic approach. Göteborg, Sweden: [Université de Göteborg], 1987.
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Diane, Thiessen, ed. Learning through problems: Number sense and computational strategies : a resource for primary teachers. Portsmouth, NH: Heinemann, 1999.
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Teaching number sense, grade 1. Sausalito, CA: Math Solutions Publications, 2005.
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Teaching number sense, grade 2. Sausalito, CA: Math Solutions Publications, 2005.
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Freedman, Dorothy. Everyday mathematics. Chicago, IL: SRA/McGraw-Hill, 2004.
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Freedman, Dorothy. Everyday mathematics. Chicago, IL: SRA/McGraw-Hill, 2004.
Find full textBook chapters on the topic "Arithmetic Study and teaching (Primary) Australia"
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Hubber, Peter, and Jörg Ramseger. "Physical Learning Environments for Science Education: An Ethnographic Field Study of Primary Classrooms in Australia, Germany and Taiwan." In Quality Teaching in Primary Science Education, 51–77. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44383-6_3.
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Lin, Pi-Jen, Terezinha Nunes, Shuhua An, Beatriz Vargas Dorneles, and Elisabeth Rathgeb-Schnierer. "Topic Study Group No. 8: Teaching and Learning of Arithmetic and Number Systems (Focus on Primary Education)." In Proceedings of the 13th International Congress on Mathematical Education, 413–14. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62597-3_35.
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Altiok, Serhat, and Erman Yükseltürk. "Analyzing Current Visual Tools and Methodologies of Computer Programming Teaching in Primary Education." In Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom, 648–76. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2411-7.ch030.
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In our age, computational thinking that involves understanding human behavior and designing systems for solving problems is important as much as reading, writing and arithmetic for everyone. Computer programming is one of the ways that could be promote the process of developing computational thinking, in addition to developing higher-order thinking skills such as problem solving, critical and creative thinking skills etc. However, instead of focusing on problems and sub-problems, algorithms, or the most effective and efficient solution, focusing on programming language specific needs and problems affects the computational thinking process negatively. Many educators use different tools and pedagogical approaches to overcome these difficulties such as, individual work, collaborative work and visual programming tools etc. In this study, researchers analyze four visual programming tools (Scratch, Small Basic, Alice, App Inventor) for students in K-12 level and three methodologies (Project-based learning, Problem-based learning and Design-based learning) while teaching programming in K-12 level. In summary, this chapter presents general description of visual programming tools and pedagogical approaches, examples of how each tool can be used in programming education in accordance with the CT process and the probable benefits of these tools and approaches to explore the practices of computational thinking.
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Altiok, Serhat, and Erman Yükseltürk. "Analyzing Current Visual Tools and Methodologies of Computer Programming Teaching in Primary Education." In Advances in Early Childhood and K-12 Education, 201–29. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3200-2.ch011.
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In our age, computational thinking that involves understanding human behavior and designing systems for solving problems is important as much as reading, writing and arithmetic for everyone. Computer programming is one of the ways that could be promote the process of developing computational thinking, in addition to developing higher-order thinking skills such as problem solving, critical and creative thinking skills etc. However, instead of focusing on problems and sub-problems, algorithms, or the most effective and efficient solution, focusing on programming language specific needs and problems affects the computational thinking process negatively. Many educators use different tools and pedagogical approaches to overcome these difficulties such as, individual work, collaborative work and visual programming tools etc. In this study, researchers analyze four visual programming tools (Scratch, Small Basic, Alice, App Inventor) for students in K-12 level and three methodologies (Project-based learning, Problem-based learning and Design-based learning) while teaching programming in K-12 level. In summary, this chapter presents general description of visual programming tools and pedagogical approaches, examples of how each tool can be used in programming education in accordance with the CT process and the probable benefits of these tools and approaches to explore the practices of computational thinking.
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
Conference papers on the topic "Arithmetic Study and teaching (Primary) Australia"
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Luta (Manolescu), Daniela Alice, Adrian Ioana, Bianca Cezarina Ene, Ionela Daniela Jugănaru, and Daniela Tufeanu. "E-learning: Introducing Computer Use in Mathematics Lessons in Primary Education." In World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/37.
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The aim of this paper is to identify and analyze the role that the use of the computer has in stimulating the logical thinking of young schoolchildren. Through this, the purpose of the activity of solving operations with natural numbers, is to develop logical thinking, properly combining intuitive elements with abstract ones. Solving arithmetic problems, we can activate young students in the formation of skills and abilities to analyze the given situation, to intuit and discover the way to get what is required in the mathematical problem. This paper aims to prove that, if both traditional methods and computer-based teaching methods are used in the instructive-educational process, then school performance will register a significant increase in terms of quantity and quality. This experimental study started from the premise that solving arithmetic problems with the help of computer, using e-learning platforms is an important activity in the mathematics lesson in primary school through which we stimulate young students’ logical thinking.