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Relevant bibliographies by topics / Primary Mathematics Curriculum

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Academic literature on the topic 'Primary Mathematics Curriculum'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Primary Mathematics Curriculum"

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Şahin, İsmet. "CURRICULUM ASSESSMENT: CONSTRUCTIVIST PRIMARY MATHEMATICS CURRICULUM IN TURKEY." International Journal of Science and Mathematics Education 8, no. 1 (December 18, 2009): 51–72. http://dx.doi.org/10.1007/s10763-009-9162-2.

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Long, Caroline, and Tim Dunne. "Approaches to teaching primary level mathematics." South African Journal of Childhood Education 4, no. 2 (December 24, 2014): 20. http://dx.doi.org/10.4102/sajce.v4i2.208.

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In this article we explore approaches to curriculum in the primary school in order to map and manage the omissions implicit in the current unfolding of the Curriculum and Assessment Policy Statement for mathematics. The focus of school-based research has been on curriculum coverage and cognitive depth. To address the challenges of teaching mathematics from the perspective of the learner, we ask whether the learners engage with the subject in such a way that they build foundations for more advanced mathematics. We firstly discuss three approaches that inform the teaching of mathematics in the primary school and which may be taken singly or in conjunction into organising the curriculum: the topics approach, the process approach, and the conceptual fields approach. Each of the approaches is described and evaluated by presenting both their advantages and disadvantages. We then expand on the conceptual fields approach by means of an illustrative example. The planning of an instructional design integrates both a topics and a process approach into a conceptual fields approach. To address conceptual depth within this approach, we draw on five dimensions required for understanding a mathematical concept. In conclusion, we reflect on an approach to curriculum development that draws on the integrated theory of conceptual fields to support teachers and learners in the quest for improved teaching and learning.

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Piazza, Jenny A., Margaret M. Scott, and Elizabeth C. Carver. "Thematic Webbing and the Curriculum Standards in the Primary Grades." Arithmetic Teacher 41, no. 6 (February 1994): 294–98. http://dx.doi.org/10.5951/at.41.6.0294.

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The National Council of Teachers of Mathematics's Curriculum and Evaluation Standards for School Mathematics (1989) reflects the importance of understanding the development of knowledge at the K-4 level. The standards document recognizes that current instructional and curricular content must focus on students' active construction of mathematical knowledge. Instructional practices need to be conceptually oriented, involve children actively, emphasize the development of mathematical thinking and application, and include a broad range of content.

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Ezra Putranda Setiawan. "STATISTICAL LITERACY IN PRIMARY SCHOOL MATHEMATICS CURRICULA: HISTORICAL REVIEW AND DEVELOPMENT." Jurnal Pendidikan dan Kebudayaan 6, no. 1 (June 26, 2021): 1–20. http://dx.doi.org/10.24832/jpnk.v6i1.1915.

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Literasi statistika merupakan kemampuan penting untuk menghadapi revolusi industri 4.0. Penelitian ini mengumpulkan informasi sejauh mana kemampuan literasi statistika didukung oleh kurikulum matematika untuk Sekolah Dasar di Indonesia. Studi dokumentasi dilakukan pada beberapa naskah kurikulum, yakni Kurikulum Berbasis Kompetensi 2004, Kurikulum Tingkat Satuan Pendidikan 2006, Kurikulum 2013, serta revisi Kurikulum 2013 (2016, 2018, dan 2020). Sebagai pembanding, dianalisis pula Cambridge Primary Mathematics Curriculum dan kurikulum 1975. Hasil penelitian menunjukkan bahwa perhitungan statistik deskriptif dan pembuatan diagram dijumpai pada semua kurikulum matematika SD tahun 2004 hingga 2020. Pada kurikulum 2013 dan sesudahnya, dijumpai pula kompetensi terkait pengumpulan data dan interpretasi data. Adapun kompetensi terkait peluang hanya dijumpai pada kurikulum 2013, Cambridge, dan kurikulum 1975. Masih diperlukan pengembangan kurikulum pada kompetensi proses pemecahan masalah statistika serta pendalaman terkait penggunaan statistik deskriptif dan diagram secara tepat. Statistical literacy is an essential competence to face the 4.0 industrial revolution. This study aims to collect information on how statistical literacy skills accounted in the Indonesian primary school mathematics curriculum. We study several curriculum documents' that had been used in Indonesia, namely the 2004 Competency-Based Curriculum, the 2006 Education Unit Level Curriculum, the 2013 Curriculum, and the revised 2013 Curriculum (2016, 2018, and 2020). We also analyzed the Cambridge Primary Mathematics Curriculum and the 1975 Indonesian curriculum. We find that calculation of descriptive statistics and chart making appeared on all Indonesian primary school mathematics curricula. The 2013 curriculum and its successor also contains some competencies related to data collection and interpretation. Probability-related competence is found only on the 2013 curriculum, the 1975 curriculum, and the Cambridge Curriculum. Further curriculum development should be focused on the statistical problem-solving competence and appropriate use of descriptive statistics and charts.

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Li, Xiaoqing, Yu-jing Ni, Qiong Li, and Wingling Ruth Tsoi. "Influences of Curriculum Reform in Primary Mathematics." Chinese Education & Society 45, no. 4 (July 2012): 22–41. http://dx.doi.org/10.2753/ced1061-1932450402.

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Nardi, Elena. "Primary problems: a first curriculum for mathematics." Cambridge Journal of Education 43, no. 3 (September 2013): 407–8. http://dx.doi.org/10.1080/0305764x.2013.817756.

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Revina, Shintia, and Frederick Koon Shing Leung. "Educational Borrowing and Mathematics Curriculum: Realistic Mathematics Education in the Dutch and Indonesian Primary Curriculum." International Journal on Emerging Mathematics Education 2, no. 1 (February 24, 2018): 1. http://dx.doi.org/10.12928/ijeme.v2i1.8025.

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K.H. Chin, Christopher, Andrew Fluck, Dev Ranmuthugala, and Irene Penesis. "ICT Curriculum Transformation of Mathematics in Primary Schools." International Journal for Cross-Disciplinary Subjects in Education 2, no. 3 (September 1, 2011): 422–29. http://dx.doi.org/10.20533/ijcdse.2042.6364.2011.0058.

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Stoessiger†, Rex, and Paul Ernest. "Mathematics and the national curriculum: primary teachers’ attitudes." International Journal of Mathematical Education in Science and Technology 23, no. 1 (February 1992): 65–74. http://dx.doi.org/10.1080/0020739920230107.

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Campbell, Patricia F. "Microcomputers in the Primary Mathematics Classroom." Arithmetic Teacher 35, no. 6 (February 1988): 22–30. http://dx.doi.org/10.5951/at.35.6.0022.

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Picture a school-board meeting or a meeting of a school district's elementary curriculum committee. Raise the issue of integrating microcomputers into the elementary school's mathematics curriculum, and a debate will ensue. Focus the discussion on the use of microcomputers in the primary classroom, and the remarks will become intense and passionate. Although the diversity of comments prompted by such a discussion cannot be anticipated, two views will probably be voiced. Seeking the promise of a supposed competitive edge, one faction will favor microcomputer use while questioning whether the calculator threatens children's learning of the basics, that is, arithmetic. Citing the added danger of producing socially isolated children who are obsessed with the lure of microcomputers, another group will reject any form of technology in the primary classroom.

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Dissertations / Theses on the topic "Primary Mathematics Curriculum"

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Sangster, Margaret. "An exploration of pattern in primary school mathematics." Thesis, University of Surrey, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326524.

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Kyriakidēs, Leōnidas. "Primary teachers' perceptions of policy for curriculum reform in Cyprus : with special reference to mathematics." Thesis, University of Warwick, 1994. http://wrap.warwick.ac.uk/36105/.

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The thesis reports and analyses findings from an investigation into Cypriot teachers' perceptions of national policy for curriculum reform in primary schools, with special reference to teaching and assessment in Mathematics. Questionnaires were sent to three samples of teachers: a 10% sample of Cypriot teachers randomly selected from the total population (n=257); all teachers in five primary schools (n=51); all beginning teachers (n=123). The latter sample was compared with a sample of English beginning teachers. A response rate of 70% was obtained and statistical analysis was carried out by SPSS-X. Semi-structured interviews were conducted with 20 teachers, mainly as a form of triangulation. There were seven main findings. First, curricular purposes concerning pupils' ability to solve investigations, and to gain mathematical knowledge were seen as equally important; and ability to talk about Mathematics the least important. Second, formative purposes of assessment were accorded most, and summative purposes least importance. Third, teachers agreed with active pedagogy and with the application of mathematics to other subjects. Fourth, they conceptualised assessment as natural part of teaching but paradoxically favoured formally structured techniques of assessment. Fifth, classroom organisation rarely met policy requirements for a balance of whole class, group and individual activities. Sixth, cluster analysis revealed the absence of a collective professional view of the process of curriculum change. Seventh, statistically significant differences in perceptions were associated with characteristics of the class taught but there was no whole school effect. Other influences on perceptions were professional and political. Implications for the implementation of curriculum policy in Cyprus are discussed drawing on the theories of Nias and Fullan. It is argued that a revised policy, emphasising teacher participation and school-based development is needed and this would require a new conception of teacher professionalism. A heuristic model of curriculum change and a short term strategy for curriculum change are outlined.

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Nivens, Ryan Andrew, Lori Turner Meier, Michael Brikell, and Edward C. Dwyer. "Integrating Mathematics and Reading Fluency Instruction in the Primary Grades." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/297.

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The focus in this article is on integrating instruction in reading fluency with mathematical concept development in the primary grades. Procedures are described herein for having students engage in hands-on mathematics while reading children's literature. In addition, students produce an audio compact disk and engage in performance reading in a readers' theater ormat with stick puppets. The strategies presented can be adapted in a variety of learning environments.

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Biccard, Piera. "The didactisation practices in primary school mathematics teachers through modelling." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85598.

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Thesis (PhD)-- Stellenbosch University, 2013.
ENGLISH ABSTRACT: Mathematics teacher development is a source of national and international concern. This study describes how primary school mathematics teachers develop didactisation practices. In considering how teachers could develop, so that student learning is optimised; the concepts of didactisation and the mathematical work of teaching were sourced from existing literature. The concept didactisation is explored and defined; and is incorporated with the concept of mathematical work of teaching. Nine practices were made explicit through this incorporation: active students, differentiation, mathematisation, vertically aligned lessons, access, probe, connect and assess student thinking, and teacher reflection. These nine practices become the framework for the professional development program and the data generation structure. Five primary school teachers were involved in a professional development program that used model-eliciting activities (MEAs) as a point of departure. A modelling perspective to teacher learning was chosen for the professional development program. The methodology followed the principles of design research and from this, a three phase teaching experiment was designed and implemented. The teachers and researcher met for development sessions and teachers were observed in practice at intervals throughout the program. Their developing didactisation practices were documented through a qualitative analysis of the data. It was established that teachers’ didactisation practices did develop during the nine-month program. Furthermore it was found that didactisation practices developed at different rates and consequently, a hierarchy of didactisation practice development is presented. The impact of the program was also gauged through teachers’ changing resources, goals and orientations. These three aspects also evolved over time. The program proposed in this study may be a suitable model to develop in-service and pre-service mathematics teachers. The study contributes to understanding teacher action in a classroom and how teachers can change their own thinking and practice.
AFRIKAANSE OPSOMMING: Die ontwikkeling van wiskundeonderwysers is ‘n bron van nasionale en internasionale kommer. Hierdie studie beskryf hoe die didaktiseringspraktyke van laerskool wiskundeonderwysers met die oog op optimalisering van leer ontwikkel het. In die bestudering van die ontwikkeling van onderwysers met die oog op optimalisering van leer, is die begrippe didaktisering en die wiskundige werk van onderrig (mathematical work of teaching) nagespoor uit bestaande literatuur. Die begrip didaktisering is deeglik ondersoek, gedefinieer en saamgevoeg met die begrip wiskundige werk van onderrig. Nege praktyke is eksplisiet gemaak deur hierdie inkorperering: aktiewe studente, differensiasie, matematisering, vertikaalgerigte lesse, toegang, indringende ondersoek, gekonnekteerdheid en assessering van studente-denke, en onderwyserrefleksie. Hierdie nege praktyke het die raamwerk gevorm vir die professionele ontwikkelingsprogram en die data genereringstruktuur. Vyf laerskool onderwysers was betrokke in ‘n professionele ontwikkelingsprogram waarin model-ontlokkende aktiwiteite (MOA’s) as ‘n vertrekpunt gebruik is. ‘n Modelleringsperspektief is vir onderwyserleer in die ontwikkelingsprogram gekies. Die metodologie volg die beginsels van ontwerpnavorsing waarna ‘n drie-fase onderrig-eksperiment ontwerp en in werking gestel is. Die navorser en die onderwysers het byeengekom vir ontwikkelingsessies; die onderwysers is op ‘n gereelde basis tydens die program besoek om hul onderwyspraktyk waar te neem. Hul ontwikkelende didaktiseringspraktyke is gedokumenteer en die data is kwalitatief geanaliseer. Onderwysers se didaktiseringspraktyke het wel gedurende die negemaande program ontwikkeling getoon. Hierdie didaktiseringspraktyke het egter teen verskillende tempo’s ontwikkel en daarom kon ‘n hierargie van die ontwikkeling van didaktiseringspraktyke saamgestel word. Die impak van hierdie program op onderwysers se veranderende hulpbronne, doelstellings en oriëntasies is ook gemeet. Die drie aspekte het in hierdie nege maande verder ontwikkel. Die voorgestelde program in hierdie studie mag moontlik ‘n gepaste model wees om indiens en voornemende wiskundeonderwysers te ontwikkel. Die studie lewer ‘n bydrae tot ‘n beter begrip van onderwyserhandelinge in ‘n klaskamer, asook hoe onderwysers hul eie denke en praktyke kan verander.

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Hawthorne, Wendy, and n/a. "Classroom encounters and mathematics curriculum change : a single-site school improvement study." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060720.152732.

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In November, 1986, Mrs Lorna Ireland; Principal of Junee Primary School in the Riverina Region of New South Wales; approached a Senior Lecturer in Mathematics Education at Riverina-Murray Institute of Higher Education in Wagga Wagga; seeking his involvement in a project aimed to assist teachers at the school with their mathematics teaching. In addition to the planned involvement in 1987 of this mathematics educator, the school was also to be a pilot school for the trialling of a strand of the New South Wales Education Department's Draft Mathematics Curriculum and a participating school in the numeracy component of the federal government's Basic Learning in Primary Schools program. This study documents the mathematics education activities which involved Junee Primary School teachers in 1987. It focuses on the RMIHE involvement in the school but considers this in the context of broader mathematics curriculum activity. The process of change is described within a theoretical framework derived from a review of relevant literature. The research methodology employed is fundamentally ethnographic and relies on the collection of qualitative data to derive descriptions of people and events. The data analysis relates to curriculum change, the role of the change agent and the role of mathematics educators in school mathematics programs. A discussion of outcomes highlights the strengths of an approach to curriculum change which had its genesis in the school rather than in some external agency. The generation of problems and issues and the resolution of these are features of the analysis which tracks the progress towards professional development autonomy of one group of teachers.

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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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Koljonen, Tuula. "Finnish Teacher Guides in Mathematics : Resources for primary school teachers in designing teaching." Licentiate thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25806.

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Previous research worldwide has shown that curriculum materials maintain a strong presence and constitute an important tool, artefact, in mathematics classrooms. Yet, there is a vast lack of research on the design and the characteristics of teacher guides. The thesis aims to: 1) investigate the features of the Finnish teacher guides for mathematics at primary school and 2) map the cultural specificities and norms for classroom practices as construed in Finnish teacher guides. The data consist of nine Finnish teacher guides in mathematics (belonging to three textbook series) for Grades 1-6 and comprise almost 90 percent of the teacher guides utilized in Finnish schools for 2008. These teacher guides are examined through three studies. In the first study, we developed an analytical tool based on Davis and Krajcik’s ideas about educative curriculum materials when analysing the teacher guides’ content. In the second study, we analysed a larger sample of the Finnish teacher guides using the same analytical tool, but extending the study to also analyse their form, i.e. their look, structure and voice. This study shows that there is a wide consensus on both the content and the form of the guides. While several educative aspects are weakly presented in the guides, the analysis shows that they offer rich and varied resources for teachers in their everyday work in designing and enacting mathematics teaching and hence, learning in practice. The third study delves more deeply into the characteristics of the support the guides offer to design mathematics classrooms. We characterize the cultural script of the reflected classroom practice by analysing the form and the function of the activities promoted in most of the guides. We found a relatively homogeneous script that promotes differentiation while keeping students in the same mathematical area, opportunities to participate in whole-class interaction that comprises a variety of activities, like mental calculation, games, problem-solving, individual and group work, and small piece of homework after every single lesson. The thesis contributes to the international research discourse on curriculum materials and in particular on teacher guides as resources for design of mathematics classroom in a specific educational context. The study is also of interest for teachers, and for text-book authors in developing teacher guides in line with research.
Tidigare forskning visar att läromedel, så som elevernas lärobok och lärarhandledningar är den resurs som används i huvudsak som grund för matematikundervisning. Finsk forskning visar dessutom att finländska lärare (åk 1-6) i stor utsträckning använder lärarhandledningar i själva undervisningen och även för att planera och organisera sin undervisning. Studiens övergripande syfte är att se vilken typ av resurs de finländska lärarhandledningar utgör för läraren, men också att belysa vilken typ av klassrum som dessa lärarhandledningar verkar främja, då lärarna använder de uppgifter och aktiviteter som presenteras i lärarhandledningarna. Studien är genomförd som en dokumentanalys av tre läroboksserier i matematik för grundskolans årskurser 1, 3 och 6. Det är totalt nio lärarhandledningar som har analyserats. Dessa tre läroboksserier täcker nästan 90 procent av de lärarhandledningar som användes i och på finska skolor under år 2008. Avhandlingen består av tre studier. I den första studien som också betraktas som pilotstudie, utvecklade vi ett fungerande analytiskt verktyg som bygger på Davis och Krajciks idéer om ”lärande läromedel”. I den andra studien fördjupar vi resultaten från pilotstudien genom att analysera ett större urval med samma ramverk. Denna studie visar att det finns en bred enighet om både innehåll och form i lärarhandledningarna och vi identifierade sex återkommande aktiviteter som är närvarande på varje tilltänkt lektion. Vidare visar analysen att egenskaperna hos de finländska lärarhandledningarna erbjuder rika och varierande resurser för lärare i det dagliga arbetet vid både planering och genomförande av matematikundervisning. Den tredje studien är en fördjupning i analysverktygets femte kategori för att finna vilket stöd de erbjuder för att designa undervisning. Där kartlägger och karakteriserar vi det kulturella skript utifrån de finska lärarhandledningarna genom att analysera både form och funktion av de gemensamt föreslagna återkommande aktiviteterna. Vi identifierade en relativt homogen klassrumspraktik som lyfter fram helklassinteraktion, variation med hjälp av olika typer av aktiviteter, möjlighet för alla elever att delta och läxor som en förlängning av lärande av lektionens innehåll. Avhandlingen mynnar ut i en diskussion av resultatens slutsatser och dess praktiska implikationer, vilket kan vara av intresse för forskare, läromedelsförfattare men även för lärare, rektorer och kommuner som vill utveckla och förbättra undervisningen i matematik. Avhandlingen bidrar till den internationella forskningsdiskursen om läromedel i stort och om lärarhandledningar i synnerhet.

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Alawadhi, Nabil. "The impact of computer use in the development of mathematics teaching in primary education." Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/5829.

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The educational system in Kuwait is intended to provide primary and secondary students with required skills in order to operate in the technical careers commonly undertaken. However, mathematics education lags significantly behind other countries in Kuwait. In the 1997 and 2008 TIMMS international studies of primary and secondary mathematics achievement, Kuwait ranked near the bottom on almost all scores. Thus, improving mathematics education in Kuwait is an issue of serious concern. This research focuses on the question of whether mathematics teaching and learning in Kuwaiti primary schools (grade 4) can be improved through the use of computer-based tools for practice drills and constructive mathematics play. An observational intervention was used in a classroom of 24 children, where students took a pre-test for mathematics achievement, then engaged in a series of exercises through the term and were retested at the end of the term. This was accompanied by a series of in-services and teacher interviews that were conducted within the school, in order to discover attitudes about mathematics teaching and learning and to train teachers in the suggested approaches and techniques. A combined qualitative and quantitative approach included analysis of test scores and interviews with teachers and students. The overall outcomes of the study did show a slight increase in mathematics achievement scores. However, more importantly it showed an improvement in children's and teacher's attitudes to mathematics learning related to the introduction of constructive play activities (derived from the Cambridge University N-RICH program and selected for students based on level of achievement) Overall, the importance of this study is that it provides pragmatic information for Kuwaiti teachers and curriculum designers on improving mathematics teaching and learning.

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Morgan, Geoffrey Robert. "An analysis of the nature and function of mental computation in primary mathematics curricula." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16011/.

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This study was conducted to analyse aspects of mental computation within primary school mathematics curricula and to formulate recommendations to inform future revisions to the Number strand of mathematics syllabuses for primary schools. The analyses were undertaken from past, contemporary, and futures perspectives. Although this study had syllabus development in Queensland as a prime focus, its findings and recommendations have an international applicability. Little has been documented in relation to the nature and role of mental computation in mathematics curricula in Australia (McIntosh, Bana, & Farrell, 1995,p. 2), despite an international resurgence of interest by mathematics educators. This resurgence has arisen from a recognition that computing mentally remains a viable computational alternative in a technological age, and that the development of mental procedures contributes to the formation of powerful mathematical thinking strategies (R. E. Reys, 1992, p. 63). The emphasis needs to be placed upon the mental processes involved, and it is this which distinguishes mental computation from mental arithmetic, as defined in this study. Traditionally, the latter has been concerned with speed and accuracy rather than with the mental strategies used to arrive at the correct answers. In Australia, the place of mental computation in mathematics curricula is only beginning to be seriously considered. Little attention has been given to teaching, as opposed to testing, mental computation. Additionally, such attention has predominantly been confined to those calculations needed to be performed mentally to enable the efficient use of the conventional written algorithms. Teachers are inclined to associate mental computation with isolated facts, most commonly the basic ones, rather than with the interrelationships between numbers and the methods used to calculate. To enhance the use of mental computation and to achieve an improvement in performance levels, children need to be encouraged to value all methods of computation, and to place a priority on mental procedures. This requires that teachers be encouraged to change the way in which they view mental computation. An outcome of this study is to provide the background and recommendations for this to occur. The mathematics education literature of relevance to mental computation was analysed, and its nature and function, together with the approaches to teaching, under each of the Queensland mathematics syllabuses from 1860 to 1997 were documented. Three distinct time-periods were analysed: 1860-1965, 1966-1987, and post-1987. The first of these was characterised by syllabuses which included specific references to calculating mentally. To provide insights into the current status of mental computation in Queensland primary schools, a survey of a representative sample of teachers and administrators was undertaken. The statements in the postal, self-completion opinionnaire were based on data from the literature review. This study, therefore, has significance for Queensland educational history, curriculum development, and pedagogy. The review of mental computation research indicated that the development of flexible mental strategies is influenced by the order in which mental and written techniques are introduced. Therefore, the traditional written-mental sequence needs to be reevaluated. As a contribution to this reevaluation, this study presents a mental-written sequence for introducing each of the four operations. However, findings from the survey of Queensland school personnel revealed that a majority disagreed with the proposition that an emphasis on written algorithms should be delayed to allow increased attention on mental computation. Hence, for this sequence to be successfully introduced, much professional debate and experimentation needs to occur to demonstrate its efficacy to teachers. Of significance to the development of efficient mental techniques is the way in which mental computation is taught. R. E. Reys, B. J. Reys, Nohda, and Emori (1995, p. 305) have suggested that there are two broad approaches to teaching mental computation,,Ya behaviourist approach and a constructivist approach. The former views mental computation as a basic skill and is considered an essential prerequisite to written computation, with proficiency gained through direct teaching. In contrast, the constructivist approach contends that mental computation is a process of higher-order thinking in which the act of generating and applying mental strategies is significant for an individual's mathematical development. Nonetheless, this study has concluded that there may be a place for the direct teaching of selected mental strategies. To support syllabus development, a sequence of mental strategies appropriate for focussed teaching for each of the four operations has been delineated. The implications for teachers with respect to these recommendations are discussed. Their implementation has the potential to severely threaten many teachersf sense of efficacy. To support the changed approach to developing competence with mental computation, aspects requiring further theoretical and empirical investigation are also outlined.

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Long, Caroline. "A small-scale investigation into teachers' access to the regulating principles underlying the "new mathematics" curriculum in the Junior Primary phase." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/13506.

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Bibliography: p. 101-107.
This research project focuses on the "new primary mathematics" curriculum that has been implemented in the schools in the Western Cape over the past six years. The specific question I addressed was, 'What access do teachers have to the regulating principles underpinning the 'new primary mathematics' curriculum". The term "regulating principles" is drawn from the work of Paul Dowling (1993;98). In terms of this research, the regulating principles are the theoretical underpinnings to the new curriculum, which include substantially a theory of learning. I explore access to the regulating principles through semi-structured interviews with six teachers, who have implemented this new approach with different degrees of success, as measured in their own terms. I also investigate the official Teachers' Guide for Mathematics (Cape Education Department, 1993) for explicitness of theoretical underpinnings. An analysis of the teachers' guide indicated that the regulatory principles were not made explicit and the research indicates that the teachers in my sample have restricted access to these principles. I conclude that teachers who have little access to the regulating principles are constructed as a subordinate voice in relation to teacher educators, and must of necessity rely on procedure for their practice and be subject to external validation. This raises questions as to the successful implementation of the curriculum, in that it limits access by teachers to the educational debates surrounding theories of knowledge and theories of learning, and so inhibits teacher involvement in curriculum implementation. It also limits the ability of teachers to interrogate their own practice.

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Books on the topic "Primary Mathematics Curriculum"

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Nova Scotia. Dept. of Education and Culture. Atlantic Canada mathematics curriculum guide: Grades primary-3. [Halifax]: Nova Scotia, Education and Culture, English Program Services, 1998.

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Sawyer, Ann. Developments in primary mathematics teaching. London: D. Fulton, 1993.

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Copley, Juanita V. Mathematics: The creative curriculum approach. Washington, DC: Teaching Strategies, 2007.

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Fox, Sue. Mathematics across the curriculum: Problem-solving, reasoning, and numeracy in primary schools. New York, NY: Continuum International Pub. Group, 2010.

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Liz, Surtees, ed. Mathematics across the curriculum: Problem-solving, reasoning, and numeracy in primary schools. London: Continuum International Pub. Group, 2010.

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Fox, Sue. Mathematics across the curriculum: Problem-solving, reasoning, and numeracy in primary schools. London: Continuum International Pub. Group, 2010.

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Fuson, Karen C. Focus in grade 2: Teaching with curriculum focal points. Reston, VA: National Council of Teachers of Mathematics, 2011.

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Fuson, Karen C. Focus in grade 1: Teaching with curriculum focal points. Reston, VA: National Council of Teachers of Mathematics, 2010.

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Fuson, Karen C. Focus in grade 1: Teaching with curriculum focal points. Reston, VA: National Council of Teachers of Mathematics, 2009.

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Fielker, David. Using calculators with upper juniors: Implications for the primary mathematics curriculum. Derby: Association of Teachers of Mathematics, 1985.

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Book chapters on the topic "Primary Mathematics Curriculum"

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Twohill, Aisling, and Labhaoise Ní Shúilleabháin. "Meaningful mathematics." In Teaching for Social Justice and Sustainable Development Across the Primary Curriculum, 184–96. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003003021-12.

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Thompson, Lynn, and David Bolden. "Writing in Mathematics." In Inviting Writing: Teaching & Learning Writing across the Primary Curriculum, 32–48. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2017. http://dx.doi.org/10.4135/9781529714913.n4.

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Daniel, Marie-France. "Primary School Curriculum to Foster Thinking About Mathematics." In Encyclopedia of Educational Philosophy and Theory, 1–12. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-532-7_344-1.

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Daniel, Marie-France. "Primary School Curriculum to Foster Thinking About Mathematics." In Encyclopedia of Educational Philosophy and Theory, 1951–63. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_344.

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van Zanten, Marc, and Marja van den Heuvel-Panhuizen. "Freedom of Design: The Multiple Faces of Subtraction in Dutch Primary School Textbooks." In Mathematics Curriculum in School Education, 231–59. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7560-2_12.

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Berg, Benita, Kirsti Hemmi, and Martin Karlberg. "Support or Restriction: Swedish Primary School Teachers’ Views on Mathematics Curriculum Reform." In Views and Beliefs in Mathematics Education, 67–80. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-09614-4_6.

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Lim, Chap Sam, and Cheng Meng Chew. "Implementation of School-Based Assessment (SBA) in Malaysian Primary Mathematics Curriculum: Issues and Challenges." In Mathematics Education – An Asian Perspective, 189–205. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6312-2_10.

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VITHANAPATHIRANA, MANJULA. "Adapting the primary mathematics curriculum to the multigrade classroom in rural Sri Lanka." In EDUCATION FOR ALL AND MULTIGRADE TEACHING, 127–53. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-4591-3_7.

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Ní Shúilleabháin, Aoibhinn. "Enacting Curriculum Reform Through Lesson Study in the Irish Post-primary Mathematics Classroom." In ICME-13 Monographs, 65–85. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75696-7_4.

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Ye, Beibei. "Developments and Changes in the Primary School Mathematics Curriculum and Teaching Material in China." In New Frontiers of Educational Research, 107–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2017. http://dx.doi.org/10.1007/978-3-662-55781-5_6.

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Conference papers on the topic "Primary Mathematics Curriculum"

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NICOLESCU, Bogdan N., and Tudor C. PETRESCU. "On the Holistic Approach of the Primary School’s Mathematics Curriculum." In 15th Edition of the International Conference on Sciences of Education, Studies and Current Trends in Science of Education, ICSED 2017, 9-10 June 2017, Suceava (Romania). LUMEN Publishing House, 2018. http://dx.doi.org/10.18662/lumproc.icsed2017.31.

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Dai, Ying. "Application of Inquiry Teaching Methods in Primary School Mathematics Curriculum." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.432.

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Xiong, Huanhuan, Youhong Xu, Weixing Cao, and Hongying Huang. "Development and Research of School-Based Curriculum of Primary Mathematics Focusing on Mathematics Activities." In 2016 International Conference on Education, E-learning and Management Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iceemt-16.2016.122.

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Mohamed, Rosmawati. "Elements Across The Curriculum In Primary School Mathematics Textbooks: A Malaysian Perspective." In 8th International Conference on Multidisciplinary Research 2019. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.03.03.46.

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Dudareva, Inese, Dace Namsone, and Liga Cakane. "THE USE OF ICT IN THE SCIENCE LESSONS: EXPERIENCE FROM LATVIA." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.39.

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The implementation of key competences in primary and secondary school education demanded the changes in the Science teaching practice in Latvia. The first research was initiated during the piloting the new curriculum in science and mathematics (2009 – 2011). Lesson observations were the main source of answers to the research: what ICT tools are used by teachers and students in science subjects? What information it gives to us for teachers CPD? Key words: lesson observation, ICT, teachers CPD needs.

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Robinson, Stefanie L., and Jennifer A. Mangold. "Implementing Engineering and Sustainability Curriculum in K-12 Education." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-66693.

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Introducing students to engineering concepts in early education is critical, as literature has shown that students’ degree of comfort and acceptance of science and technology is developed very early on in their education. While introducing engineering as a potential profession in K-12 classrooms has its own merits, it has also proven itself to be useful as a teaching tool. Engineering can lend itself to concepts that can engage students in critical thinking, problem solving, as well as the development of math and science skills. In engineering higher education there has been an increased focus on industrial ecology and sustainability in order to help students understand the environmental and social context within today’s society. The authors of this paper discuss the importance of these attributes when introducing engineering to K-12 students. Engineering and sustainability are not two mutually exclusive concepts, but sustainability should be considered throughout the practice of the engineering discipline. The ADEPT (Applied Design Engineering Project Teams) program at the University of California, Berkeley was established to design and deploy a standards-based engineering curriculum for middle schools and high schools (grades 6–12) designed to integrate mathematics and science concepts in applied engineering projects, inspire secondary students, and strengthen the classroom experience of current and future faculty in math, science, and engineering. This paper discusses the importance of introducing engineering and sustainability in K-12 classrooms. Example modules that were developed through the ADEPT program are presented as well as a set of recommendations that were designed as a guideline for educators to incorporate engineering and sustainability in K-12 classrooms. While the module discussed here was designed for middle school students, the curriculum and criteria recommended can be adapted to primary and secondary education programs.

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Lopes, Fabiana. "Homework In The Curricular Area Of Mathematics In Primary Education." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.35.

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Komang Sujendra Diputra, Komang, Komang Sujendra Diputra, I. Made Suarjana, and I. Gusti Ngurah Japa. "Investigating The Mathematical Literacy of Primary School Students in Curriculum 2013." In Proceedings of the 5th International Conference on Education and Technology (ICET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icet-19.2019.16.

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Mahad, Nor Faradilah, Suriana Alias, Sharifah Nor Zuhairah Syed Zamili, Long Norlliza Long Zulkifly, and Ainur Nabilah Muhamad. "The application of Zero-One Goal Programming in selecting the optional co-curriculum and co-academic activities in primary school: A case study." In 2015 International Symposium on Mathematical Sciences and Computing Research (iSMSC). IEEE, 2015. http://dx.doi.org/10.1109/ismsc.2015.7594087.

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Adiutori, Eugene F. "Why Engineering Curricula Should Include Alternative Methodology for Heat Transfer Coefficient." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-66294.

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Convective heat transfer problems are of two types: 1. Problems that are solved in a direct and simple manner using heat transfer coefficients. 2. Problems that must be solved in an indirect manner (ie by iteration or trial-and-error) if heat transfer coefficients are used, but can be solved in a direct and simple manner if heat transfer coefficients are not used. Type (1) problems include those in which heat flux is proportional to temperature difference (as in forced convection), and those in which temperature differences are given. Type (2) problems are those in which heat flux is a nonlinear function of temperature difference (as in natural convection, boiling, and condensation), and temperature differences are not given. Engineering curricula should stress that heat transfer coefficient is a contrived and unnecessary parameter, and should include alternative methodology that allows Type (2) problems to be solved in a direct and simple manner. The alternative methodology presented herein is readily grasped by students because problems are solved with the primary variables separated (the methodology learned and used in pure mathematics) rather than combined (as required in heat transfer coefficient methodology). The application of the alternative methodology to the solution of Type (2) problems is demonstrated in the text.

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Reports on the topic "Primary Mathematics Curriculum"

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Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.

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