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Journal articles on the topic 'Primary Mathematics Curriculum'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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2

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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3

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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4

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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6

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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7

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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8

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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9

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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10

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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11

Schielack, Jane F. "Reaching Young Pupils With Technology." Arithmetic Teacher 38, no. 6 (February 1991): 51–55. http://dx.doi.org/10.5951/at.38.6.0051.

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Recommendations in such current publications as NCTM's Curriculum and Evaluation Standards for School Mathematics (Standards) (1989) and the National Research Council's Everybody Counts (1989) emphasize the full use of technology in the classroom at all grade levels. But what is the role of technology in the early grades? How can computers best be used to support primary-level mathematics instruction? Where does the use of the calculator fit into the primary-level pupil's development of mathematical concepts? How can we justify the abstract nature of calculator activities in a primary-level mathematics curriculum built on the needs of young pupils to experience concrete representations of mathematical concepts?

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12

Roanes-Lozano, Eugenio, Angélica Martínez-Zarzuelo, and María José Fernández-Díaz. "An Application of Knowledge Engineering to Mathematics Curricula Organization and Formal Verification." Mathematical Problems in Engineering 2020 (September 11, 2020): 1–12. http://dx.doi.org/10.1155/2020/3485846.

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The authors present a theoretical proposal for the organization of mathematical contents, more precisely to curricula development formalization and formal verification, inspired by knowledge engineering techniques. The situation addressed is the following: the starting point is a mathematical “official curriculum” (or part of it), not necessarily completely detailed. In our proposal, a group of experts would have to first build a detailed formulation of this curriculum (including the “prerequisite” relation between contents), which we will denominate “preprocessed official curriculum.” We detail how any “official curriculum development” could then be rigorously formalized and formally verified in a way inspired by rule-based expert system formal verification. We have defined the following terms: “contents soundness,” “contents completeness,” “relation soundness,” “relation completeness,” and “absence of cycles.” We believe that this is a completely new formalization within mathematics teaching theory that, once computer is implemented, would be very helpful. That would be the case, for instance, in countries where government sets the “official curricula” for Primary and Secondary Education and textbook contents have to be manually checked and approved by academic authorities: evaluators would “only” have to extract the textbook contents and set the “prerequisite” relation among them and let the computer do the rest.

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13

Tsouccas, Loucas Fl, and Maria Meletiou-Mavrotheris. "Enhancing In-Service Primary Teachers' Technological, Pedagogical and Content Knowledge on Mobile Mathematics Learning." International Journal of Mobile and Blended Learning 11, no. 3 (July 2019): 1–18. http://dx.doi.org/10.4018/ijmbl.2019070101.

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This article reports on the main insights from a study aimed at equipping a group of in-service teachers with the knowledge, skills, and practical experience required to effectively integrate tablet devices within the mathematics curriculum. A professional development program focused on mobile mathematics learning and based on the Technological Pedagogical and Content Knowledge (TPACK) framework was designed and implemented in Cyprus. Six primary school teachers participated in the program. Participants experimented with different ways in which coding apps, and other types of constructivist mobile applications could help students internalize key mathematical concepts across the primary curriculum. They also worked together to develop and/or deliver instructional interventions integrating the use of mobile devices. Findings indicate a positive impact on in-service teachers' perceptions regarding mobile-enhanced mathematics, and on their competence in productively utilizing mobile apps as an instructional tool.

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14

Mughal, Shahid Hussain, Muhammad Mujtaba Asad, and Donnie Adams. "Goals of the national mathematics curriculum of Pakistan: educators’ perceptions and challenges toward achievement." International Journal of Educational Management 35, no. 1 (October 8, 2020): 159–72. http://dx.doi.org/10.1108/ijem-04-2020-0203.

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PurposeThe national mathematics curriculum of Pakistan has emphasized on improving content knowledge, reasoning abilities and problem-solving skills of students about thinking, communicating and solving mathematics (national mathematics curriculum of Pakistan, 2006). Whereas, there is a need to understand the point of view of teachers about the challenges they face in achieving the goals of national mathematics curriculum. This will help leading teacher training institutions to revisit their math teacher continuous professional development (CPD) programs and facilitate school leadership in improving the quality of math education in rural schools of the province. However, the purpose of this research study is to figure out the challenges that teachers are facing while achieving the goals of the national curriculum by teaching mathematics at the primary level in educational institutes of Pakistan.Design/methodology/approachIn this research study qualitative research approaches have been utilized, in which focus group discussions (FGDs) were used as data collection techniques. Furthermore, thematic analysis of the data led toward the development of four overarching themes such as teachers' knowledge about mathematics curriculum, challenges relating to mathematics content and pedagogy, difficulties in developing conceptual understanding and designing lesson plans to address students' diversity.FindingsThe overall findings of this research study suggested that the majority of teachers are facing difficulties in mathematics content teaching such as decimal fraction, unitary method, measurement principles, practical geometry and data handling. Moreover, teachers are also facing challenges and difficulties in developing hands-on and minds-on activities in the teaching of mathematical concepts to the students of primary level in educational institutes of Pakistan.Practical implicationsThis research study will facilitate the teachers and stakeholders to address the problematic issues in the domain of content delivery of mathematics. Whereas, this study recommends educating teachers about national mathematics curriculum and to develop a CPD framework for mathematics teachers for the enhancement of their pedagogical content knowledge. The study also recommends orientating school heads about the different aspects of math curriculum so that they can mentor math teachers in achieving math curriculum goals.Originality/valueThis is the first research study of its nature, which targets and highlights the teacher's perceptions toward the achieving the goals of national mathematics curriculum of Pakistan and addressing the pedagogical challenges faced in mathematics teachers. There is a dearth of studies in mathematics education in Sindh province. The issue is of immense importance, the findings will help teachers to improve mathematics instructions at primary level.

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15

Urban, Maria Anatolyevna, and Tatiana Viktorovna Smoleusova. "Characteristics and sub-skills of mathematical modeling in the mathematics curriculum for primary schools." Science for Education Today 10, no. 4 (August 31, 2020): 139–55. http://dx.doi.org/10.15293/2658-6762.2004.09.

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16

Spiker, Joan, and Ray Kurtz. "Teaching Primary-Grade Mathematics Skills with Calculators." Arithmetic Teacher 34, no. 6 (February 1987): 24–27. http://dx.doi.org/10.5951/at.34.6.0024.

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When colleagues see calculators in my first-grade classroom they ask, “How will they be used in the first grade?” Professional pride dictates that I come up with the best answer possible. I tell them I am going to teach (1) what calculators are, (2) what calculators do, and (3) how calculator are used. Children should become comfortable using these tools. The goal is to teach and reinforce the objectives currently required in the first-grade curriculum.

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17

Taylor, Merilyn, and Judy Bailey. "Mathematics and The New Zealand Curriculum in the primary classroom." Curriculum Matters 7 (June 1, 2011): 87–98. http://dx.doi.org/10.18296/cm.0125.

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18

Nicolescu, Bogdan N., and Tudor C. Petrescu. "On the Continuity Mathematics Curriculum Between Primary and Secondary School." Procedia - Social and Behavioral Sciences 180 (May 2015): 871–77. http://dx.doi.org/10.1016/j.sbspro.2015.02.231.

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19

Ramli, Izzat Syahir Mohd, Siti Mistima Maat, and Fariza Khalid. "The Impacts of Learning Analytics on Primary Level Mathematics Curriculum." Universal Journal of Educational Research 8, no. 5A (May 2020): 95–99. http://dx.doi.org/10.13189/ujer.2020.081914.

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20

van Loon-Hillen, Nelleke, Tamara van Gog, and Saskia Brand-Gruwel. "Effects of worked examples in a primary school mathematics curriculum." Interactive Learning Environments 20, no. 1 (February 2012): 89–99. http://dx.doi.org/10.1080/10494821003755510.

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21

Kyriakides, L. "Primary Teachers' Perceptions of Policy for Curriculum Reform in Mathematics." Educational Research and Evaluation 3, no. 3 (September 1997): 214–42. http://dx.doi.org/10.1080/1380361970030302.

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22

Othman, Ikhsan, and Wan Azimah Wan Kadir. "Teachers’ view on KSSR mathematics document standard of curriculum." Jurnal Pendidikan Sains Dan Matematik Malaysia 7, no. 2 (December 15, 2017): 19–30. http://dx.doi.org/10.37134/jpsmm.vol7.no2.2.2017.

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Primary School Standard Curriculum (KSSR being its acronym in Malay Language) was implemented since 2011 involving all subjects including Mathematics. Discussion in this paper is related to a study on teachers’ view on the syllabus used for KSSR Mathematics limited to level 1 primary school Mathematics. The study aimed to identify teachers’ view on the curriculum for the aspects of its objectives, learning experiences, organization of learning experiences and learning assessment. A four Likert scale questionnaire was built and used in the study. A total of 92 respondents from 58 primary schools were involved comprising of 44 males and 48 females teachers. Data were analyzed using SPSS version 20.0. The results of the study showed that teachers’ level of agreement on the curriculum was high for the aspect of objectives (mean score 3.396, SD 0.296); learning experiences (mean score 3.391, SD 0.286); organization of learning experiences (mean score of 3.452, SD 0.241); and learning assessment (mean score 3.376, SD 0.281). Analysis of t-test found that there was no significant difference at p ≤ .05 for teachers’ level of agreement between male teachers and female teachers for the mentioned aspects. Remark from this study is that; document standard of curriculum for KSSR Mathematics level 1 in Malaysian primary school is said to be suitable from teachers’ perspective. Studies involving larger samples and various other aspects of the curriculum should be done to get better and more accurate results.

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Kamii, Constance, and Barbara Ann Lewis. "Achievement Tests in Primary Mathematics: Perpetuating Lower-Order Thinking." Arithmetic Teacher 38, no. 9 (May 1991): 4–9. http://dx.doi.org/10.5951/at.38.9.0004.

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The Curriculum and Evaluation Standards (NCTM 1989) states that if we want to improve the nation's mathematics education, it is necessary to change the current method of evaluation that depends on standardized achievement tests. The National Research Council (1989) is even more explicit about the harmful effects of achievement testing.

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24

Van Boening, Lois. "Innovation in Curriculum: Growth through Change." Mathematics Teaching in the Middle School 5, no. 1 (September 1999): 27–33. http://dx.doi.org/10.5951/mtms.5.1.0027.

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AS A MATHEMATICS TEACHER, ONE OF MY primary goals has been to help all students attain success in mathematics. I believe that if students are to achieve in mathematics, they must be motivated to learn. To help provide this motivation, I let them know that I love mathematics and that mathematics is a fundamental part of their lives. Making a commitment to continue learning about how children learn mathematics best is an indirect way that I try to achieve this goal.

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Bishop, A. G. "Aboriginal Students and Mathematics: Aims of the Study of Mathematics." Aboriginal Child at School 22, no. 2 (August 1994): 49–54. http://dx.doi.org/10.1017/s0310582200006167.

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In 1954 the Australian Council for Educational Research convened a conference of curriculum officers from the various State Education Departments to consider, among other things, a desirable course of study in mathematics for Australian primary schools. The report of the conference lists the following as the expected outcomes of a desirable mathematics course:

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Wikholm, Miikka, and Juli-Anna Aerila. "Teaching mathematics with children’s literature in Finland." International Journal of Learning and Teaching 8, no. 4 (October 31, 2016): 253. http://dx.doi.org/10.18844/ijlt.v8i4.1187.

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The Finnish school system will transfer to the new Core Curriculum for Basic Education 2014 in 2016. The new curriculum emphasizes integration of subjects. In Finland, mathematics and the mother tongue are the two subjects which are taught the most and therefore play a significant role in every primary teacher’s weekly routine. Unlike English-speaking countries, Finland lacks children’s literature aimed towards use in mathematics teaching. This study aimed to understand teachers’ and teacher-trainees’ points of view on the extent to which they use children’s literature in teaching mathematics in primary school and how to efficiently use children’s literature in teaching mathematics in primary school. This study was a part of an international study entitled ‘Teachers’ beliefs on the integration of children’s literature in primary mathematics learning and teaching: A comparative study’, including universities from England, Hong Kong, Australia, and Finland. The aim was to determine teachers’ beliefs concerning integration of children’s literature into mathematics teaching and to the extent to which this benefits learning. Data collection was conducted via web-based questionnaires translated into Finnish from spring to autumn 2015. Mixed methods data analysis showed that teachers/teacher-trainees do not use children’s literature in mathematics teaching, but they still recognize various ways to implement it into their teaching. Previous studies on the use of literature in mathematics teaching show that children’s literature may provide a meaningful context to develop mathematical skills and foster children’s positive attitudes towards mathematics, as the stories in the literature are presented in an engaging and approachable manner.Keywords: mathematics, children’s literature, teaching

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Derrington, Mary Lynne. "Enrichment in the Mathematics and Science Curriculum in the Primary Grades." School Science and Mathematics 93, no. 1 (January 1993): 1–4. http://dx.doi.org/10.1111/j.1949-8594.1993.tb12181.x.

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Eric, Chan Chun Ming, Wanty Widjaja, and Ng Kit Ee Dawn. "Exemplifying a Model-Eliciting Task for Primary School Pupils." Southeast Asian Mathematics Education Journal 1, no. 1 (November 28, 2011): 65–74. http://dx.doi.org/10.46517/seamej.v1i1.11.

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Mathematical modelling is a field that is gaining prominence recently in mathematics education research and has generated interests in schools as well. In Singapore, modelling and applications are included as process components inrevised 2007 curriculum document (MOE, 2007) as keeping to reform efforts. InIndonesia, efforts to place stronger emphasis on connecting school mathematicswith real-world contexts and applications have started in Indonesian primary schools with the Pendidikan Realistik Matematik Indonesia (PMRI) movement a decade ago (Sembiring, Hoogland, Dolk, 2010). Amidst others, modelling activities are gradually introduced in Singapore and Indonesian schools to demonstrate the relevance of school mathematics with real-world problems. However, in order for it to find a place in the mathematics classroom, there is aneed for teacher-practitioners to know what mathematical modelling and what amodelling task is. This paper sets out to exemplify a model-eliciting task that has been designed and used in both a Singapore and Indonesian mathematicsclassroom. Mathematical modelling, the features of a model-eliciting task, and its potential and advice on implementation are discussed.

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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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DOĞAN, Mustafa, and Zehra TAŞPINAR ŞENER. "Teaching Activities Implemented by Pre-Service Primary Teachers While Teaching Mathematics." Acta Didactica Napocensia 13, no. 2 (December 30, 2020): 50–64. http://dx.doi.org/10.24193/adn.13.2.4.

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Abstract: The aim of this study is to determine the teaching activities of pre-service teachers in the course of mathematics teaching methods. All of the pre-service teachers have selected an attainment content from the primary (1-4) mathematics education curriculum at the beginning of the semester in the scope of mathematics teaching methods course. Data collection tools include prepared lesson plans and presentation notes by the students, as well as field notes of the researchers in addition to an observation form. According to the results obtained with descriptive statistics and content analysis, while the pre-service teachers were successfully performed in timing and taking into account of curriculum requirements, they were not adequately performed in problem posing and problem solving and also using alternative and appropriate evaluation methods.

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Khechane, Nkoja C., Mamocheta C. Makara, and Awelani M. Rambuda. "Primary Mathematics Teachers’ Assessment Practices in the Context of the Integrated Primary Curriculum in Lesotho." African Journal of Research in Mathematics, Science and Technology Education 24, no. 1 (January 2, 2020): 41–52. http://dx.doi.org/10.1080/18117295.2020.1735672.

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Kusaka, Satoshi. "Issue Analysis of Competency-Based Mathematics Curriculum Design in African Countries: A Case Study of Mozambique’s Primary Mathematics Education." Journal of Education and Learning 9, no. 1 (December 31, 2019): 41. http://dx.doi.org/10.5539/jel.v9n1p41.

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The paper firstly clarified the characteristic of competencies being discussed in African countries by comparing them with competencies being discussed in developed countries. It has become clear that both countries are very similar. In other words, against the background of rapidly increasing internationalization and globalization, the competencies required to live in the society of the future are the same across borders, regardless of whether in a developed country or a developing country. Secondly, using Mozambique as a case study, how the competencies are actualized and what kind of challenges they face are discussed by analyzing primary mathematics curriculum, textbooks and in classes. An emphasis was placed on the ability to use social, cultural and technological tools used in an interactive manner in the competencies that were contained in the 2015 curriculum. However, most of the contents of the new textbook focus on “basic competencies” centered on basic knowledge and skills. Furthermore, there were many classes where teachers presented questions listed in the textbook as they are. Hence, it became apparent that the nurturing of practical competencies listed in the curriculum was largely reliant on the abilities of the teacher.

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Lo, Wing Yee. "Unpacking Mathematics Pedagogical Content Knowledge for Elementary Number Theory: The Case of Arithmetic Word Problems." Mathematics 8, no. 10 (October 12, 2020): 1750. http://dx.doi.org/10.3390/math8101750.

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“Number” is an important learning dimension in primary mathematics education. It covers a large proportion of mathematical topics in the primary mathematics curriculum, and teachers use most of their class time to teach fundamental number concepts and basic arithmetic operations. This paper focuses on the nature of mathematics pedagogical content knowledge (MPCK) concerning arithmetic word problems. The aim of this qualitative research was to investigate how well the future primary school teachers in Hong Kong had been prepared to teach mathematical application problems for third and sixth graders. Nineteen pre-service teachers who majored in both mathematics and primary education were interviewed using two sets of scenario-based questions. The results revealed that innovative approaches were suggested for teaching third graders while the strategies suggested for teaching sixth graders were mostly based on a profound understanding of mathematical content knowledge. Many participants demonstrated sound knowledge about the sixth grader’s mathematical misconception, but most of them were unable to precisely indicate the third grader’s error in presenting a complete solution for a typical mathematics word problem. A deep understanding of elementary number theory seems to be a precondition for developing pre-service teachers’ MPCK in teaching arithmetic word problems.

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Dillon, Moira R., Harini Kannan, Joshua T. Dean, Elizabeth S. Spelke, and Esther Duflo. "Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics." Science 357, no. 6346 (July 6, 2017): 47–55. http://dx.doi.org/10.1126/science.aal4724.

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Many poor children are underprepared for demanding primary school curricula. Research in cognitive science suggests that school achievement could be improved by preschool pedagogy in which numerate adults engage children’s spontaneous, nonsymbolic mathematical concepts. To test this suggestion, we designed and evaluated a game-based preschool curriculum intended to exercise children’s emerging skills in number and geometry. In a randomized field experiment with 1540 children (average age 4.9 years) in 214 Indian preschools, 4 months of math game play yielded marked and enduring improvement on the exercised intuitive abilities, relative to no-treatment and active control conditions. Math-trained children also showed immediate gains on symbolic mathematical skills but displayed no advantage in subsequent learning of the language and concepts of school mathematics.

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Ziebell, Natasha, and David Clarke. "Curriculum Alignment: Performance Types in the Intended, Enacted, and Assessed Curriculum in Primary Mathematics and Science Classrooms." Studia paedagogica 23, no. 2 (September 11, 2018): 175. http://dx.doi.org/10.5817/sp2018-2-10.

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36

Prendergast, Mark, and Joseph Roche. "Supporting Mathematics Teachers’ Development through Higher Education." International Journal of Higher Education 6, no. 1 (January 13, 2017): 209. http://dx.doi.org/10.5430/ijhe.v6n1p209.

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Mathematics education, both nationally and internationally, is facing a number of challenges with significant on-going shifts in the structure, content, and core principles of mathematics curricula in countries around the world. For example, in Ireland there was an ambitious reform of the post-primary mathematics curricula in 2010 with further changes proposed in 2018. In light of these changes and concerns regarding ineffective teaching and a lack of continuous professional development, the National Council for Curriculum and Assessment (NCCA) has recommended that structures be put in place to facilitate practicing mathematics teachers to achieve postgraduate qualifications, ideally at Masters Level. To facilitate this recommendation, a new Mathematics Education strand of the Master in Education programme in Trinity College Dublin has been developed. This paper outlines the rationale for the new strand, as well as detailing its structure and content.

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Vragović, Anica, and Irena Klasnić. "DO PRIMARY SCHOOL STUDENTS LIKE MATHEMATICS?" SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 624–34. http://dx.doi.org/10.17770/sie2021vol2.6158.

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Importance of mathematics as a school subject is evident in a fact that it is a constituent part of core curriculum for basic education in all education systems in the world. First few years of education are of crucial importance to the formation of attitudes towards mathematics. Attitudes are important because they navigate our actions and by doing so, influence our reality and our future as well. Research on attitudes towards mathematics has considerably increased over the past few years, since the importance of mathematics is getting continuously more accentuated. In the context of schools and education, it is emphasized how positive attitude towards mathematics influences students’ relationship with school-work, studying, confidence and behaviour. The aim of the study was to determine primary school students’ attitudes towards mathematics. One hundred and seventy-one students from 3rd to 8th grade from III Primary School Varaždin, Croatia participated in the research. The data were analyzed with t-test and one-way ANOVA for independent samples. The research has shown that there is no statistically significant gender difference in attitudes towards mathematics; however, age difference was confirmed. It was also found that younger students in primary education had a more positive attitude towards mathematics than older students. Practical implications of acquired results could be in providing additional support to 5th and 6th grade students when the change from positive to negative attitude happens.

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Yang, Yongwei, and Xiaoying Xie. "Research on the Teaching Situation of New Mathematics Curriculum in Primary Schools." Journal of Advances in Education and Philosophy 03, no. 12 (December 15, 2019): 432–35. http://dx.doi.org/10.36348/jaep.2019.v03i12.002.

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AKKAŞ, Elif Nur, Murat TARHAN, and Ülkü AYVAZ. "Gaining Entrepreneurship Skills with the Activities Designed Related to Primary School Mathematics Curriculum: The Case of Turkey." Acta Didactica Napocensia 13, no. 2 (December 30, 2020): 93–112. http://dx.doi.org/10.24193/adn.13.2.7.

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Abstract: The aim of this study is to gain entrepreneurship skills with activities in mathematics education. With this aim, the Primary School Mathematics Curriculum was examined by the researchers. In this process, data were collected using a document review form developed by the researchers within the framework of Tarhan (2019a). According to this framework, entrepreneurship education includes five dimensions, namely business idea, finance, product design and production, promotion and marketing, investment. Obtained data was analyzed by document analysis method. Through the analysis process, the objectives of the program related to the entrepreneurial skills were determined and the activities were designed in line with these objectives. As a result, it was determined that the activities prepared in order to gain entrepreneurship skills in the Primary School Mathematics Curriculum were not compatible with each grade level and each learning domain. This suggests that some of the objectives are not compatible for gaining entrepreneurship skills. Therefore, any activities could be designed related to objectives and learning domains at some of the grade levels. Moreover, it was also found that there were any studies in mathematics education involving the creation and application of mathematical activities by addressing entrepreneurship elements systematically (dimension, subject, skill, value).

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Blanco, Rocío, and Melody García-Moya. "Graph Theory for Primary School Students with High Skills in Mathematics." Mathematics 9, no. 13 (July 3, 2021): 1567. http://dx.doi.org/10.3390/math9131567.

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Graph theory is a powerful representation and problem-solving tool, but it is not included in present curriculum at school levels. In this study we perform a didactic proposal based in graph theory, to provide students useful and motivational tools for problem solving. The participants, who were highly skilled in mathematics, worked on map coloring, Eulerian cycles, star polygons and other related topics. The program included six sessions in a workshop format and four creative sessions where participants invented their own mathematical challenges. Throughout the experience they applied a wide range of strategies to solve problems, such as look for a pattern, counting strategies or draw the associated graph, among others. In addition, they created as challenges the same type of problems posed in workshops. We conclude that graph theory successfully increases motivation of participants towards mathematics and allows the appearance and enforcement of problem-solving strategies.

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Antonijevic, Radovan. "Mathematics achievement of Serbian eighth grade students and characteristics of mathematics curriculum." Zbornik Instituta za pedagoska istrazivanja 38, no. 1 (2006): 225–46. http://dx.doi.org/10.2298/zipi0601225a.

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This paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia, in the fields of mathematics achievement of Serbian eighth grade students and the mathematics curriculum context of their achievement. It was confirmed that Serbian eighth graders have made average scale score of 477 points, and with this achievement they are placed in the zone of intermediate international benchmarking level. The average mathematics achievement of the Serbian eighth graders is somewhat above the average international mathematics achievement. The best result was achieved in the content domain of "algebra", and the lower result in the content domains of "measurement" and "data". In the defined cognitive domains the Serbian students have achieved the best results in "solving routine problems" and "knowing facts and procedures", and the weaker result in "reasoning". Statistically significant difference was found in the mathematics achievement between girls and boys in the Serbian TIMSS 2003 sample, so the girls? average scale score was 480 points and the same value for the boys was 473 points. The achieved results raise many questions about the contents of mathematics curriculum in Serbia, its quality and basic characteristics of its implementation. These results can be eligibly used to improve the mathematics curriculum and teaching in Serbian primary school.

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Everton, T. C. "The case for process modules in Mathematics 16–19." Mathematical Gazette 72, no. 462 (December 1988): 287–90. http://dx.doi.org/10.1017/s0025557200143207.

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The Open University has developed a model (Calculators in the primary school) which identifies two components in the mathematics curriculum. First there are lessons in which specific techniques or concepts are learned. Second, whether in mathematics lessons or in other subjects, opportunities arise for techiques to be used (often through some form of problem solving). The point is made that these two aspects are interdependent; the learning of techniques paves the way for future application, while the using of techniques provides a purpose for the learning of mathematical ideas.

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Handayaningrum, Warih. "Science-Based Thematic Cultural Art Learning in Primary School (2013 Curriculum)." Harmonia: Journal of Arts Research and Education 16, no. 1 (December 26, 2016): 14. http://dx.doi.org/10.15294/harmonia.v16i1.6766.

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<p>This study is aimed at discussing the development result of thematic cultural art subject’s learning material based on science for primary school (2013 curriculum). This study is expected to inspire teacher to develop learning material that may explore artworks exist in our living environment (based on the context of children’s environment). This study applies steps in developmental research collaboration by Borg & Gall (1989) and Puslitjaknov (2008) to create the product. The development stages comprise observation in several primary schools in Surabaya, Gresik, and Sidoarjo that has implemented 2013 curriculum that is followed up by stages of development. Furthermore, prototype of cultural and art thematic learning material development results are verified by learning material experts, material expert, primary school teacher, and revised afterwards. The result of this research development is a set of teacher and student books. Science-based cultural art here means cultural art learning as the main medium to introduce local culture products (music, drawing, dance, and drama) by integrating mathematics, sciences, Bahasa Indonesia, and local language subjects. Cultural art products in the form of dance, music, drawing, dramas) will help children to understand a simple mathematical concept, such as: two-dimensional figure, geometry, comparing or estimating longer-shorter, smaller-bigger, or more-less.</p>

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Summer, Anita. "Entrepreneurship Education in Mathematics Education for Future Primary School Teachers." Discourse and Communication for Sustainable Education 10, no. 2 (December 1, 2019): 89–99. http://dx.doi.org/10.2478/dcse-2019-0020.

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Abstract Teachers act as role models and through their activities are active co-designers of future generations. Independent thinking and taking responsible, sustainable actions form the basis for a vibrant society. Entrepreneurship skills can already be fostered in primary school children. This requires well-trained primary school teachers. The following text deals with the contents of “Entrepreneurship Education and Mathematics”, which the curriculum provides for primary school children as well as for students of primary school education. In a case study the author describes the implementation of a course at the University College of Teacher Education Vienna/Krems as taught since 2015.

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Glencross, Michael J., and John Oliver. "An Analysis of Teachers' Opinions of a Senior Primary Mathematics Syllabus." Psychological Reports 75, no. 3 (December 1994): 1347–53. http://dx.doi.org/10.2466/pr0.1994.75.3.1347.

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As part of an evaluation of the mathematics curriculum for senior primary schools in Transkei, a prototype 19-item questionnaire designed to assess opinions about the current mathematics syllabus was administered to a sample of 82 Standard 3 (Grade 5) and Standard 4 (Grade 6) teachers. Analysis suggested that teachers believed they were handicapped by an overcrowded syllabus and unable to be innovative but recognized the value of alternative teaching approaches and the importance of providing enrichment activities.

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Norton, Stephen, and Jeanne Allen. "Pre-service primary teachers have a say on genericism in mathematics curriculum preparation." Curriculum Perspectives 40, no. 2 (June 3, 2020): 159–72. http://dx.doi.org/10.1007/s41297-020-00105-5.

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Apriana, Aulia, Sri Rachmajanti, and Evynurul Laily Zen. "ACQUIRING ENGLISH THROUGH MATHEMATICS: A CASE STUDY ON A BILINGUAL EDUCATION." J-ELLiT (Journal of English Language, Literature, and Teaching) 2, no. 1 (June 29, 2018): 1. http://dx.doi.org/10.17977/um046v2i1p1-4.

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Abstract: This study aims at examining the process acquiring a second language through Mathematics subject among the students of Laboratory Primary School of Universitas Negeri Malang, which is a university-based laboratory primary school whose curriculum reflects the result of a synergy between the National Curriculum of Indonesia and International Framework. In this school, English becomes the medium of instruction in two school subjects, Science and Mathematics. The design of the study is descriptive qualitative which attempts to describe the process of acquiring English through Mathematics class. The subjects in this study were 16 third graders who belong to the International Class Program (ICP). The results of the analysis showed that the students’ language comprehension was in fact greater than their language production. Finally, it is concluded that teaching Mathematics in English facilitates the learners’ attempt in learning English.

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Pertile, Karine, and Jutta Cornelia Reuwsaat Justo. "The General Competences in the Common National Curriculum Base and It’s Relation With Mathematics: Conceptions Of Primary School Pedagogical Supervisors." Acta Scientiae 21, no. 5 (October 25, 2019): 211–30. http://dx.doi.org/10.17648/acta.scientiae.5415.

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This study is a part of doctorate research about the contributions of the continuous education of primary school teachers of mathematics in the Common National Curriculum Base. For such purpose, was established a discussion group made of 10 pedagogical supervisors of the early basic education city's municipal education system in the countryside of the Rio Grande do Sul/Brazil who could, during ten meetings, discuss, analyze and reflect over the proposal of the Common National Curriculum Base for primary school. At first, the participants of the group discussed over the Common National Curriculum Base proposed competences in the fields of mathematics. The article, therefore, discusses the concepts of a discussion group composed of primary school pedagogical supervisors about the general competences for elementary school presented on Common National Curriculum Base and its relations with mathematics. The group’s discussions were audio-recorded with the previous authorization of the participants. Through notes in the field researcher’s diary, the participants’ behaviors, inquiries, action, and reflections were watched and analyzed during the meetings. Although the group participants made consistent considerations about how to support student´s skill development it was found that some notes do not conform to the focus of competences or the participants do not realize that they do not apply to the learning process, that is to say, are focused on the student. This emphasizes the need for continuous education about the Common National Curriculum Base for the working early basic education teachers.

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Prextová, Tatiana, and Alena Knyblová. "Interactive Material for Mathematics Instruction." International Journal of Information and Communication Technologies in Education 7, no. 1 (May 1, 2018): 30–38. http://dx.doi.org/10.2478/ijicte-2018-0004.

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Abstract The education area is developing constantly, with innovative approaches to instruction emerging all the time. Digital technology, programs, software and all kinds of applications are used on a daily basis not only in informatics instruction, but also in humanities subjects such as history, foreign language, etc. Since working with modern technology comes naturally for today’s students, they find instruction which uses interactive elements more attractive as it is more active, dynamic and visual. The paper is aimed at interactive study materials which could be used in upper primary school mathematics instruction. The created interactive study materials should make instruction more effective and encourage students to be more active in class. Our proposals are based on the 7th grade curriculum. The created materials will be based on the key didactic principles, curriculum and teachers’ ideas and requirements. Moreover, the created materials will be implemented into instruction. Afterward, the materials will be evaluated by both teachers and students through a questionnaire survey.

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Moro, Maria. "Mathematics in the Elementary Grades: The Soviet Experience." Arithmetic Teacher 32, no. 5 (January 1985): 26. http://dx.doi.org/10.5951/at.32.5.0026.

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In the Soviet Union, a complete ten-year education is free and compulsory for everyone. All Soviet schools teach the same mathematics curriculum for all ten years. The first three years comprise the primary schooling with classes conducted by one teacher. Teaching is done by subject specialists beginning in the fourth grade.

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