Relevant bibliographies by topics / Calculators in primary mathematics research program

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Academic literature on the topic 'Calculators in primary mathematics research program'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Calculators in primary mathematics research program"

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Kliziene, Irina, Ginas Cizauskas, Aldona Augustiniene, Saule Sipaviciene, and Roma Aleksandraviciene. "The Relationship between School Age Children’s Academic Performance and Innovative Physical Education Programs." Sustainability 12, no. 12 (June 17, 2020): 4922. http://dx.doi.org/10.3390/su12124922.

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Currently, there is great interest in the correlation between children’s physical activity and their academic performance. In this study, a pre-test/mid-test/post-test experimental strategy was used to avoid any disruption of educational activities, due to the random selection of children in each group. The experimental group was tested for eight months. We developed a methodology for innovative physical education classes and created a model of educational factors that encourage physical activity for children. The experimental group comprised 45 girls and 44 boys aged 6–7 years. The control group included 43 girls and 46 boys aged 6–7. Methods: Mathematical diagnostic progress tests were divided into two sections: tasks were allocated according to performance levels and the content as well as fields of activity and cognitive skills. The assessment of all areas of activity was based on student performance (unsatisfactory, satisfactory, basic, and advanced). Distribution of mathematical learning achievements by curriculum content: mathematical diagnosis was used to evaluate first-grade children’s mathematical knowledge and skills according to the five areas of the mathematics education curriculum: numbers and calculations; phenomena, equations, and inequalities; geometry, measures, and measurements; statistics and communication; and general problem-solving skills. The differences between the pre-test and mid-test results indicated that the number of children performing at a satisfactory level decreased (p = 0.035). The differences between the pre-test and post-test advanced (p = 0.038) and basic (p = 0.018) levels were found to be increased. Applying an innovative physical education program to first graders demonstrated a higher-level mathematics program in the areas of geometry, measures, and measurements; statistics; and communication and general problem-solving skills. Based on the interface between an innovative primary school physical education program and mathematics learning achievements, a research tool was developed that can be used in a quantitative research strategy.
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Astapenko, Natalya, Kayrat Koshekov, Grigoriy Ponomarev, Beken Seidakhmetov, Igor Fedorov, and Dmitriy Zuev. "Devising an automated method to form the content of educational specialization disciplines of maximum utility for implementation in the professional field." Eastern-European Journal of Enterprise Technologies 4, no. 4(112) (August 30, 2021): 64–73. http://dx.doi.org/10.15587/1729-4061.2021.238874.

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The rapid growth and emergence of breakthrough technologies in the information and communication field requires annual adjustment and modernization of curricula for specialization disciplines in accordance with the current market requirements. A method of prompt response of the educational environment to the requirements of the external environment, based on the creation of a pool of demanded learning outcomes, is proposed. The object of the research is the process of formation of the required content of specialization disciplines. A formalized method for forming the content of educational disciplines of specialization of maximum utility for implementation in the professional field is described based on expert assessments of representatives of the job market. An algorithm for finding a set of learning outcomes for the identified conditions was devised. A software tool that includes a database and two components: a web interface for collecting and primary processing of information and a C++ program module for automating the main algorithm was developed. The result of the software tool is a pool of learning outcomes recommended for implementation in the content of the educational program. The results of an experimental study based on test data, which proved the accuracy of the calculations of the software component, were presented. Verification of data in the area of web technologies and web programming made it possible to identify a list of learning outcomes for implementation in the educational program «Information Systems». The algorithm developed as a result of research can be used to form the demanded content of elements of educational programs in any industry. It is supposed to develop the proposed method when creating interactive training programs on the technological processes of aircraft repair at the enterprises of the aviation industry.
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Thompson, Virginia. "Teaching Mathematics with Technology: How to Win People and Influence Friends: Calculators in the Primary Grades." Arithmetic Teacher 39, no. 5 (January 1992): 42–44. http://dx.doi.org/10.5951/at.39.5.0042.

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Administrators want the best educational program for their schools, and they want parents to support that program. Parents want the very best for their children in everything, including mathematics education. They remember arithmetic as the mainstay of elementary school mathematics and want their children to acquire the computational skills that they see as necessary for everyday life and future work.
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Artiwi, Nila Prasetyo, and Telly Rosdiyani. "IMPLEMENTATION OF FREE LEARNING POLICY-INDEPENDENT CAMPUS PROGRAMS ON MASTERING COURSE THEORY OF FOUNDATION DESIGN." astonjadro 10, no. 1 (April 15, 2021): 173. http://dx.doi.org/10.32832/astonjadro.v10i1.4419.

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<p>Minister of Education and Culture Regulation No. 3 of 2020, entitles students to 3 semesters of study outside their study program. Through the Free Learning Policy - Independent Campus program, students have wide opportunity to be able to choose the learning method and place they want which is believed to be able to enrich and increase their insight and competence in the real world according to their passion and aspirations. The "Free Learning, Independent Campus" policy was initiated by the Minister of Education and Culture which includes 1) opening of new study programs, 2) higher education accreditation system, 3) freedom to become State universities with legal status, and 4) the right to study three semesters outside the study program. In planning a foundation structure, calculations must be included regarding the bearing capacity of the soil, soil stability, bearing capacity of the foundation and stability of the foundation, all of which are based on empirical and mathematical calculations. This research was conducted to analyze the level of student mastery of the Foundation Design course. With primary data collection in the form of questionnaires distributed to students of Civil Engineering, Banten Jaya University semester 7 (seven). One of the results of the research shows that students who take part in the apprenticeship program / practical work in projects with foundation work, but have not mastered the theory, most of them cannot plan and design the structure of the foundation (45 people = 84, 91%).</p>
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Chambers, Donald L. "Promising Research, Programs, and Projects: Cognitively Guided Instruction." Teaching Children Mathematics 1, no. 2 (October 1994): 116. http://dx.doi.org/10.5951/tcm.1.2.0116.

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Cognitively Guided Instruction (CGI) is not a traditional primary school mathematics program. It does not prescribe the scope and sequence of the mathematics to be taught, provide instructional materials or activities for children, or suggest an optimal way to organize a class for instruction.
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Tompong, Bayuk Nusantara Karaeng Jannang, and Jailani Jailani. "An evaluation of mathematics learning program at primary education using Countenance Stake Evaluation model." Jurnal Penelitian dan Evaluasi Pendidikan 23, no. 2 (December 31, 2019): 156–69. http://dx.doi.org/10.21831/pep.v23i2.16473.

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The quality of mathematics learning in Bantaeng Regency, South Sulawesi were in a low category based on the research findings from the Institute of Educational Quality Assurance of South Sulawesi in 2011. It affects students to be unwilling to be involved in the process of mathematics learning. This study aims to evaluate the process of learning mathematics in the elementary educational level at Bantaeng Regency. The model of evaluation used in this study is the Stake Countenance Model consisting of three steps of evaluation, namely antecedent, transaction, and outcomes. The subjects of this study were 12 teachers at state elementary schools in Bantaeng Regency assessed by three raters. There were 363 midterm score tests from 12 schools. The instruments used in this study were observation sheet, lesson plan sheet, assessment documentation sheet, and interview guideline. This study used a quantitative research approach supported by qualitative data. The result of the study shows that (1) the lesson plan of mathematics subject is in a good category (93.45%), (2) the learning process is in the good enough category (67.07%), (3) the document of students assessment is in the good enough category (71.34%), and (4) most students in each school do not pass the school standard.
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Gokbulut, Yasin, and Sultan Kus. "Cartoon to solve teaching problem on mathematics." International Journal of Evaluation and Research in Education (IJERE) 8, no. 1 (March 1, 2019): 145. http://dx.doi.org/10.11591/ijere.v8i1.17609.

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The aim of this study is to determine the effect of mathematics teaching with cartoons on the problem solving skills of primary school 2nd grade students based on addition and substraction. In the research, pretest-posttest control group design of the experimental model was used. In the classroom where the experimental group students were present, cartoon supported education was applied and the current program based teaching method was used in the control group class. The target population of the study consisted of 2nd grade students of all primary schools of the Ministry of National Education of Mersin. The population of the study consisted of 2nd grade students of all primary schools of the Ministry of National Education of Mersin. The study was conducted for 4 weeks in the fall semester of the 2015-2016 academic year. The experimental group consisted of 17 students and the control group consisted of 13 students. In order to determine the validity and reliability of the achievement test used in the study, item analysis was performed with the TAB program. The t-test was used to determine whether there was a significant difference between the pre-test and post-test scores of the groups. As a result of the research, it was observed that the success of the students in the problem solving in addition and substraction education has increased.
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Meletiou-Mavrotheris, Maria, Efi Paparistodemou, and Christiana M. Christou. "Integrating Mobile Devices in the Mathematics Curriculum." International Journal of Mobile and Blended Learning 11, no. 3 (July 2019): 19–37. http://dx.doi.org/10.4018/ijmbl.2019070102.

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The case study took place in a primary school in Cyprus (student ages 6-12), which implemented a two-year multifaceted professional development program aimed at the effective integration of tablet technologies within the mathematics curriculum. The program adopted a systemic, school-based and collaborative model of professional development that focused on the broad preparation and ongoing engagement of all key stakeholders. This article focuses on research conducted during the first year of the program implementation. It portrays the initial state of mobile device use in the case study school ecosystem, describes the process of tablet integration within the school setting, and interrogates the self-reported reflections of a core team of six (n=6) teachers in the school regarding their professional learning experiences as a result of participating in the program. Findings suggest that the model of professional development adopted by the program effectively contributed to the integration of mobile devices into the school setting and to teacher professional learning.
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Rahayu, Lina Puspitaning, E. Kus Eddy Sartono, and Miftakhuddin Miftakhuddin. "The Self-efficacy of Primary School Teachers in Teaching Mathematics: A Comparative Research on Teacher Training Program Products." Mimbar Sekolah Dasar 6, no. 1 (April 6, 2019): 68. http://dx.doi.org/10.17509/mimbar-sd.v6i1.15122.

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Fernández-Martín, Francisco-Domingo, José-Luis Arco-Tirado, Francisco-Javier Carrillo-Rosúa, Mirian Hervás-Torres, Juan-Francisco Ruiz-Hidalgo, and Carmen Romero-López. "Making STEM Education Objectives Sustainable through a Tutoring Program." Sustainability 12, no. 16 (August 17, 2020): 6653. http://dx.doi.org/10.3390/su12166653.

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The objective of this research was two-fold. First, to determine the impact of a Science, Technology, Engineering and Mathematics (STEM) Education program on school performance amongst primary education students. Second, to identify the potential benefits of this program on the key competences of university students in Primary Education Teacher Training. The primary education students’ sub-sample, after being matched on key covariates, was randomly assigned either to the experimental (N = 25) or control group (N = 25). The university students’ sub-sample consisted of 26 students self-selected from the Primary Education Teacher Training degree. The intervention consisted of 20 two-hour weekly sessions of highly structured after-school tutoring delivered by previously trained university students. Although statistical significance was not reached for the hypotheses tested, notably, the results showed between small and moderate effect sizes (i.e., magnitude and direction of the program impact) for primary education students on core STEM subjects (e.g., mathematics d = 0.29, natural science d = 0.26), and for university students on some key employability competencies (e.g., action orientation d = 0.27 or team orientation d = 0.54).
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Dissertations / Theses on the topic "Calculators in primary mathematics research program"

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Dale, Joyce Margaret, and mikewood@deakin edu au. "Calculators, mathematics and young children: A study of six children using calculators as part of the mathematics curriculum during their first two years of school." Deakin University. School of scientific and developmental studies, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050825.095343.

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The thesis investigates the role a calculator can play in the developing number knowledge of three girls and three boys as part of their mathematics program, during their first two years at primary school. Random sampling was used initially to select six girls and six boys from the twenty-four children entering a 1993 prep class. These twelve children were interviewed on entrance to school and based on the performance of the twelve children on the initial interview, a girl and a boy were chosen from the higher, middle and lower achievers to take part in the full study. The class teachers involved were previously participants in the ‘Calculators in Primary Mathematics’ research program and were committed to the use of calculators in their mathematics program. A case study approach using qualitative methods within the activity theory framework is used to collect relevant data and information, an analysis of five interviews with each child and observations of the children in forty-one classroom lessons provides comprehensive data on the children's developing number knowledge during the two years. The analysis questionnaires establishes each teacher's perceptions of the children's number learning at the beginning and end of each year, compares teacher expectations with children's actual performance for the year and compares curriculum expectations with children's actual performance. A teacher interview established reasons for changes in teaching style; teacher expectations; children's number learning; and was used to confirm my research findings. An activity theory framework provides an appropriate means of co-coordinating perspectives within this research to enable a description of the child's number learning within a social environment. This framework allows for highlighting the mediation offered by the calculator supporting the children's number learning in the classroom. Levels of children's developing number knowledge reached when working with a calculator and as a result of calculator use are mapped against the levels recommended in ‘Mathematics in the National Curriculum’ (National Curriculum Council, December 1988), and the Curriculum and Standards Framework: Mathematics (Board of Studies 2000). Findings from this comparison illustrate that the six children's performance in number was enhanced when using a calculator and indicate that on-going development and understanding of number concepts occurred at levels of performance at least two years in advance of curriculum recommendations for the first two years of school.
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Books on the topic "Calculators in primary mathematics research program"

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Otto, Weininger. Third-R structures: The math research program in primary grades. Toronto, Ont: Ontario Institute for Studies in Education, 1991.

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Otto, Weininger. Third-R structures: The math research program in primary grades. Toronto, Ont: Ontario Institute for Studies in Education, 1991.

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Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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Book chapters on the topic "Calculators in primary mathematics research program"

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Pape, Stephen J., Sharilyn K. Owens, Douglas T. Owens, and Karen E. Irving. "Preparing Teachers to Implement Technology." In Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age, 551–76. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0120-6.ch021.

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The Classroom Connectivity for Mathematics and Science (CCMS) program was a randomized control trial to examine the efficacy of Classroom Connectivity Technology (CCT) in Algebra I. CCT is a type of technology that allows the teacher to wirelessly communicate with his or her students' handheld calculators. Students in the classes that implemented CCT outperformed their comparison counterparts with effect sizes ranging from 0.19 to 0.37 (Irving et al., 2014; Pape et al., 2013). In this chapter, the professional development program that supported participating teachers to implement the technology is described. Categories of professional development activities including pedagogical instruction, modeling pedagogy, technological pedagogical instruction, technology instruction, student role-play, practice, small-group instruction, and participant presentation are presented in relation to their potential for supporting teacher participants' knowledge growth. Recommendations for the training of teachers to implement technology will be explicated.
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Martin, Christie, Drew Polly, Chuang Wang, Richard G. Lambert, and David Pugalee. "What Do Primary Teachers Take Away From Mathematics Professional Development?" In Handbook of Research on Educator Preparation and Professional Learning, 340–62. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8583-1.ch019.

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This chapter shares the findings from a year-long professional development (PD) experience, Assessment Practices to Support Mathematics Learning and Understanding for Students (APLUS). The project provided over 80 hours of professional development to primary teachers regarding their use of an internet-based formative assessment system for their students' mathematics achievement. This inductive study used purposeful sampling to explicitly compare data for high fidelity and low fidelity teacher-participants in the professional development project. High fidelity teachers expressed beliefs that formative assessment supported their mathematics teaching, improved their students' learning, and was feasible to carry out in their classrooms. Low fidelity teachers conveyed challenges that prevented them from engaging in the program as intended. Implications for future online professional development designs are to create more activities that foster deeper analysis and reflection, identify high fidelity teachers that could serve as mentors, and provide support for low fidelity teachers.
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Meletiou-Mavrotheris, Maria, Katerina Mavrou, George Stylianou, Stephanos Mavromoustakos, and George Christou. "Teaching Mathematics with Tablet PCs." In Tablets in K-12 Education, 175–97. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6300-8.ch012.

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Declining interest in mathematics and the need to raise the educational standards of youth in this discipline set a critical agenda for the revision of pedagogical practices. Tablet PCs and other mobile devices hold a lot of promise as tools for improving education at all levels. The research discussed in this chapter comes from an ongoing, multifaceted program designed to explore the potential of tablet technologies for enhancing mathematics teaching and learning at the primary school level. The program is taking place within a private primary school in Cyprus and aims at the effective integration of one-to-one tablet technologies (iPads) into the mathematics school curriculum. It has adopted a systemic approach to the introduction of iPads in the school setting that focuses on the broad preparation and on-going engagement of all key stakeholders involved in the educational process. In the chapter, the authors report on the main experiences gained from Phase 1 of the program, which involved the design and organization of a professional development workshop targeting the school teachers. The authors describe the content and structure of the workshop and discuss its impact on teachers' knowledge, skills, and confidence in incorporating tablet technologies within the mathematics curriculum.
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Munn, Carol. "Computational Thinking and Robotics." In Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom, 1–20. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2411-7.ch001.

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This chapter explores a unique framework that expresses freshness and innovation within revolutionary learning experiences. The chapter focuses on the implementation of computational thinking skills as an essential element of a robotics education program that was driven by hands-on activities instilling the notion of imagination through innovative projects. Engineering design applications with robotics created an atmosphere in which students applied abstract mathematics and science concepts. The robot and its technology imploding in the field of education created excitement in the minds of students with renewed, revitalized interest, and curiosity stretching across the areas of science, technology, engineering, and mathematics (STEM). Robotics education along with computational thinking skills are primary keys for unlocking the unlimited creative and innovative potential with engaging hands-on activities. Robots, a fascinating learning instrument, rejuvenate, animate, and revive 21st century skills in tech-savvy language familiar with today's students.
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Vázquez Faustino, Andrés. "Integration of Digital Technologies." In Advances in Educational Technologies and Instructional Design, 395–414. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2026-9.ch019.

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This chapter presents an inquiry on how to integrate digital technologies (DT) in the teaching of mathematics in primary schools. The work focused on showing how collaborative practices between teachers during professional development can improve the process of integration and enable the configuration of a suitable land to cultivate a community of practice whose common interest is precisely integrate DT. The research design was based on the Design-Based Research (DBR) methodology, and the data analysis was performed using a systematic design process with focus on reflection on the practice, and under the iterative cycle of a workshop. The results suggest features that we consider necessary for the design of a professional development program whose purpose is to improve the integration of DT from school contexts themselves and based on the situated learning.
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Conference papers on the topic "Calculators in primary mathematics research program"

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Buta, Monica, Lavinia Cheie, and Laura Visu-Petra. "A computer mediated training program to reduce children’s math anxiety." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.805.

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Mathematics anxiety is widespread among children, interfering with their ability to solve math problems in academic and every-day situations. This has detrimental, long term effects on academic achievement, engagement in STEM-related careers and employability. While a number of apps and programs have been created to improve children’s mathematical competence, they were mostly created for commercial purposes, lacking scientific validity and being prone to inaccuracies. Therefore, we designed an evidence-based, adaptive training program (Math-trolls) in order to investigate how computer mediated tutoring might reduce math anxiety. Math-trolls is an interactive online computer game designed so that children successively discover 7 planets following an intense cognitive tutoring program. With the help of a tutor, the game helps children make meaning in math, improving number sense. The space exploration theme is engaging and child-friendly, employed to reduce children’s anxiety. We conducted a pilot study on 60 primary-school children, who completed the Math-trolls game in 8 sessions. We also measured children’s math anxiety and math performance pre- and post- computerized tutoring. Preliminary results of this pilot study suggest that Math-trolls, a computer mediated training program, is efficient in decreasing young children’s math anxiety, also improving number sense and math performance. This offers valuable insights regarding the natural progression of the interrelationships between math anxiety and math performance. The program has the potential to become a valuable tool to be used within the classroom by educators, within the family by parents or by children themselves.
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Reports on the topic "Calculators in primary mathematics research program"

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Álvarez Marinelli, Horacio, Samuel Berlinski, and Matías Busso. Research Insights: Can Struggling Primary School Readers Improve Their Reading through Targeted Remedial Interventions? Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002863.

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This paper assesses the effectiveness of an intervention aimed at improving the reading skills of struggling third-grade students in Colombia. In a series of randomized experiments, students participated in remedial tutorials conducted in small groups during school hours. Trained instructors used structured pedagogical materials that can be easily scaled up. Informed by the outcomes of each cohort, the intervention tools are fine-tuned for each subsequent cohort. The paper finds positive and persistent impacts on literacy scores and positive spillovers on some mathematics scores. The effectiveness of the program grew over time, likely because of higher dosage and the fine-tuning of materials.
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