Relevant bibliographies by topics / Primary school mathematics

Academic literature on the topic 'Primary school mathematics'

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Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Primary school mathematics"

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Rа’nоxоn, Shаrоfutdinоvа, Ahmedbekova Mahpuza, Аhrоrjоn Rаhmаtjоnzоdа, and Xursanova Zilola. "ATTITUDE TO MATHEMATICS IN PRIMARY SCHOOL STUDENTS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 11 (November 1, 2022): 208–12. http://dx.doi.org/10.55640/eijmrms-02-11-47.

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Most of the study of attitudes towards mathematics involved older children and adults. Checking the early development of attitudes towards mathematics is of particular importance in order to understand the relationship between them and real indicators and, if possible, to prevent the development of a strong negative attitude.
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Arehbay, Berik, Nai-Qing Song, and Sayat Ibraimov. "Some aspects of effective mathematics lessons in primary school." International Journal of Academic Research 5, no. 6 (December 10, 2013): 216–19. http://dx.doi.org/10.7813/2075-4124.2013/5-6/a.27.

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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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A, Pius, P. Agashi, and Stephen Yusuf. "THE ROLE OF COMPUTER GAMES IN ENHANCING PRIMARY SCHOOL STUDENTS ATTITUDE TOWARDS MATHEMATICS." International Journal of Advanced Research 9, no. 10 (October 31, 2021): 1093–99. http://dx.doi.org/10.21474/ijar01/13655.

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Numerous research findings have applauded the integration of technology in the classroom especially in mathematic to develops positive attitudes. The advancements in technology may provide a better opportunity to impact mathematical literacy and skills on young learners. Perhaps, attitudes towards mathematics are declining in recent years. The study aimed to enhance the students attitude toward learning mathematics by using games app embedded in computer software used as an instrument to teach the subject. A total of ninety-one primary school students drawn from different primary schools in the Kogi state participated in the study. The study adopted a quasi-experimental pre-test, post-test study design. The result revealed that the computer game influenced the respondents attitude towards mathematics at MD = 13.65 (95% CI, 8.91 to 16.17), t (88) = 6.328, p = .001. Thus, the study concludes that computer game is an indispensable tool in impacting positive attitudes towards mathematics, especially among the primary school students. The recommendations are discussed.
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TÂRNOVEANU, Mirela, and Monica PURCARU. "CONSIDERATIONS UPON THE METHODS OF TEACHING MATHEMATICS IN PRIMARY SCHOOL." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 19, no. 2 (July 31, 2017): 189–94. http://dx.doi.org/10.19062/2247-3173.2017.19.2.27.

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Nugraha, Trisna, M. Maulana, and Palupi Mutiasih. "Sundanese Ethnomathematics Context in Primary School Learning." Mimbar Sekolah Dasar 7, no. 1 (April 30, 2020): 93–105. http://dx.doi.org/10.17509/mimbar-sd.v7i1.22452.

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Mathematics is mostly related to human life, thus, humans are required to have the mathematical understanding ability in solving life problems since in the elementary school age. Therefore, mathematics learning at school should have relevance value to construct mathematical concept that can be used in real life. Innovative mathematics learning through Contextual Learning (CTL) model based on Sundanese Culture Ethnomathematics as a local wisdom at which humans use mathematics in their real life, was chosen as a deep solution to increase the mathematical understanding ability, because students live in their culture and society. This study employsan experimental method by conducting pretest and postest control group design. The purpose of this study is to determine the increasing of students’ mathematical understanding ability on experiment class (using CTL model based on Sundanese Ethnomathematics) and control class (using conventional learning model). The result of this study produced conclusion that CTL based on Sundanese ethnomahtematics and conventional model can increasethe mathematical understanding ability significantly. However, the application of CTL model based on Sundanese Ethnomathematics was significantly better than conventional model (62.29%) to increase students’ mathematical understanding ability on learning the basic concepts of rectangular geometry for 4th grade students of elementary school.
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Duffin, Janet. "Mathematics and the Primary School." Mathematical Gazette 70, no. 454 (December 1986): 312. http://dx.doi.org/10.2307/3616204.

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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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Tefera, Anteneh, Mulugeta Atnafu, and Kassa Michael. "Alignment of Ethiopian Primary School Pre-Service Teacher Education Program with that Primary School Mathematics Contents/Syllabi." Natural Science and Advanced Technology Education 30, no. 1 (March 1, 2021): 77–99. http://dx.doi.org/10.53656/nat2021-1.05.

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This study is a quantitative research that examine the extent of alignment of Ethiopian teacher education program curricula with primary school mathematics contents. So, to collect the data, the study was used content analysis as instrument. The sources of data were primary school mathematics syllabi and curricula materials of college of teacher education. To do this, the study employed quantitative method to collect data from pre-service mathematics teachers. Coders were very experienced teacher educators from three different colleges of teacher education: Kotebe Metropolitan University, Hawassa college of teacher education and Arba Minch college of teacher education. Teacher educators were selected purposely based on their service year in college of teacher education and their positiveness for coding. To do the content analysis, the main documents (primary school mathematics syllabi) were coded or broken down in to manageable categories on a variety of theme and then examined using appropriate content analysis theoretical model. The result of the study portrayed that the curricula materials of generalist have low level of alignment with the primary school mathematics contents whereas those of specialist and linear curricula were align with the mathematical contents of primary school curricula in moderate level. As it was indicated in the findings of the study, the college curricula materials are not fully aligned with the contents of primary school mathematics. There are school mathematical contents which are not included in curricula of teacher education. Thus, it is recommended that appropriate program should be designed which create an opportunity for preservice mathematics teachers to access school contents either during practicum sessions or should include in the curricula materials of teacher education.
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K., Imasuen, and Modupe P.A. "Investigating the Level of Mathematical Concepts Development in Pre-Primary Schools in Oredo Local Government Area." African Journal of Mathematics and Statistics Studies 5, no. 3 (September 11, 2022): 43–53. http://dx.doi.org/10.52589/ajmss-qdkjajvf.

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Mathematics is the building blocks on which other subjects (mostly the sciences) are laid on. But many pupils find it very difficult to comprehend. More so, a good mastery of the concept of mathematics at the pre-primary level will form a solid background for the pupils when they proceed to the primary and secondary level. This has been the reason why mathematics is given prominence in the school curriculum and timetable. For some time now, there has been a growing concern over the poor teaching and learning of mathematics with the resultant - poor and falling standard in secondary school student performance in mathematics. These failures may be caused by the little or no development of early childhood mathematics in schools. This study, therefore, investigates the level of mathematics concepts development of pre-primary school pupils in Oredo local government area of Edo state. The descriptive survey method was adopted, and the population comprises all public and private pre-primary school pupils and teachers in Benin Metropolis. Three hundred pupils and sixty teachers from thirty public and thirty private pre-primary schools in Oredo local government area were randomly sampled. The mathematics competency test was the instrument for data collection. The instrument was validated and the Kuder-Richardson reliability was estimated and it gave a value of 0.76. The data were analyzed using mean. The hypotheses were tested using the independent sample t -test. All the hypotheses were tested at 0.05 level of significance. Findings revealed that the development of mathematical concepts by pre-primary school pupils was moderate; and that a significant difference existed between male and female pupils, between public and private school pupils, and between pupils in rural and urban pre-primary schools. Considering the results of the study, provision of physical, instructional, learning, and human resources that will enhance pupils’ development of mathematical concepts was recommended.
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Dissertations / Theses on the topic "Primary school mathematics"

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Finlayson, Helen M. "LOGO, mathematics and upper primary school children." Thesis, University of Edinburgh, 1986. http://hdl.handle.net/1842/6629.

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This study was set up to assess the contribution that a computer modelling approach using the language LOGO could make to the quality of mathematics learning in primary school children. Following a constructivist theory of mathematical learning it is argued that many problems children have with their mathematics results from instrumental learning without understanding, rather than relational learning. LOGO was developed, in part, to provide a learning environment for children to investigate mathematical ideas and thus develop their own understanding. Previous research has not provided much evidence that this happens, nor specified what mathematical learning could be expected to take place and what pedagogic approach could bring it about. Other questions relating to the maturity of the children and their aptitude for programming have similarly been neglected. This study was set up to identify the mathematical ideas intrinsic to Turtle Geometry and to explore the conditions under which this learning could best be fostered. The study was carried out in three phases. The first phase considered the constraints of maturity and the need to program on the learning of 9 and 11 year old children. The second phase of the study followed up the programming of the older children, to see what mathematics they were encountering, and what sort of activities encouraged them to think mathematically. Pre and post tests were used to identify the mathematical learning which was taking place. In Phase III a control group was used to identify the particular mathematical learning which could be attributed to LOGO experience, and to assess the transfer of mathematical learning from the LOGO context to novel problem solving. The first two phases revealed considerable mathematical activity intrinsic to Turtle Geometry. The need to learn some simple programming apparently did not present a barrier to mathematical investigation. The test results in the third phase showed that the children had deepened their understanding of angles, variables and general process aspects of mathematics through using LOGO. The performance of the children on the computers was monitored and was found to be revealing of their current mathematical understanding.
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Gottardis, L. "Deaf primary school children's achievement in mathematics." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:13f90aa3-c27e-46e2-a6b6-3db04de3712f.

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The present research aims to evaluate the extent of deaf children’s delay in mathematics, identifying the moderators of this delay and determine the longitudinal predictors of their mathematical achievement. For five decades, studies have reported that deaf children lag behind their hearing peers in mathematics (Gottardis, Nunes and Lunt, 2011). Background factors such as age, degree of hearing loss, presence of cochlear implant and types of educational provision were previously hypothesised to be moderators of the extent of this delay but, up to now, they have not been tested. Pagliaro (2010) argued that number knowledge, working memory and degree of hearing loss could be possible causes of deaf children’s difficulties in mathematics but no clear conclusions were reached. The present investigation aims to provide insight into the causes of deaf children’s delay in mathematics. The survey study addressed the first aim of the present study. The maths test of the Performance Indicators for Primary School (PIPS) was used as outcome measure. Factors related to deaf children (degree of hearing loss, age, years in education, presence of cochlear implant, gender, causes of deafness) and background factors (highest maternal education, language used at home, type of educational provision) were assessed as possible predictors and moderators of the extent of deaf children’s delay in mathematics. The overall extent of deaf children’s delay in mathematics was of -1.76 SDs. The older the children get and the more years they spend in special schools for the deaf or in units for hearing impaired, the wider is their gap in mathematics achievement compared with their hearing peers. It is, therefore, necessary to intervene in their mathematical learning in the early years of schooling in order to create pathways for improvement. The second aim of the present study was addressed through a longitudinal design. Logical-mathematical reasoning, working memory and counting ability were chosen as predictors of deaf children’s mathematical attainment on the basis of theoretical framework, evidence from longitudinal studies and from the analysis of the difficulties that deaf children have in these factors compared with hearing peers. Hierarchical regression analyses were used to assess the independence of the contributions of logical-mathematical reasoning, working memory and counting ability to the prediction of deaf children’s mathematical achievement measured through the PIPS. Age, years in education, type of educational provision and non-verbal intelligence were used as controls. Counting ability and working memory did make independent contributions to the prediction of deaf children’s mathematical success but logical mathematical reasoning was by far the strongest predictor. When the predictors were entered in the model, none of the control variables predicted significantly deaf children’s mathematical achievement. This study makes several empirical contributions. First, it established age, years in education and types of educational provision as moderators of the extent of deaf children’s delay in mathematics. Second, it determined the plausibility of a causal link between logical-mathematical reasoning, counting ability, working memory and deaf children’s mathematical achievement. The implication is that schools must explicitly plan to improve deaf children’s mathematical reasoning, counting ability and working memory when they are in kindergarten and in the first years of school in order to help the children’s mathematical development.
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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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Hodgen, Jeremy. "Teacher identity and professional development in primary school mathematics." Thesis, King's College London (University of London), 2003. https://kclpure.kcl.ac.uk/portal/en/theses/teacher-identity-and-professional-development-in-primary-school-mathematics(3727b6d6-726a-4553-95b2-c74e350c4b7f).html.

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Bibby, Tamara. "Primary school teachers' personal and professional relationships with mathematics." Thesis, King's College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369055.

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Roos, Helena. "Inclusion in mathematics in primary school : what can it be?" Licentiate thesis, Linnéuniversitetet, Institutionen för matematikdidaktik (MD), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-39800.

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Thomson, Stephanie Louisa. "A configurational analysis of parental involvement in primary school mathematics." Thesis, Durham University, 2012. http://etheses.dur.ac.uk/3432/.

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I use the method Qualitative Comparative Analysis (QCA) to analyse data from the British Birth Cohort Study of 1970 which follows a cohort of children born in a particular week in 1970. QCA allows for case-based analysis on large datasets. The solutions from a QCA analysis can be thought of as causal pathways to a specified outcome showing that causal factors do not necessarily operate in a homogeneous way across all cases – a key assumption of regression-type analyses. Initially, I conduct some QCA analyses on the BCS and explain, in detail, the various stages of the process. Included in this explanation is a detailed, methodological discussion about some of the difficulties. Particularly, I discuss how to proceed when faced with limited diversity in the data – a not-uncommon problem in social data which is often overlooked. One of the intermediary steps in a QCA analysis is the creation of a truth table which has a row for each possible combination of causal factors and details the number of cases in each row and how many of these achieve the outcome. Each of these rows can be thought of as a type – a particular configuration of factors. A large dataset such as the BCS will suffer from a lack of detail in some areas and, it is for this reason, that I also conducted interviews. Those interviewed were selected to represent some of the types I wanted to explore in more detail. I investigated what different strategies were employed by parents who would come under the same type(s) in the QCA analyses. Specifically, I examined in what way these differing strategies were linked to possession of differing amounts and types of cultural and social capital, as conceptualised by Bourdieu, in the parents. I suggested in this section that the composition of capital must be explored as well as the individual levels of particular types of capital as this helps us understand how parents transfer (or fail to transfer) their capital to their children. The combination of QCA and interview analysis allowed me to take a case-focused, configurational approach to the investigation of parental involvement in mathematics education. An approach such as this sees the parents (and their children) as products of a collection of circumstances which may combine to produce particular disadvantage or foster an unpredictable approach to overcoming disadvantage.
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Leung, Hei Pak, and 梁希珀. "Evaluation of students' achievement and attitudes in primary school mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957237.

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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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Newton, R. "Parents, children and primary school mathematics : experiences, identity and activity." Thesis, Oxford Brookes University, 2012. http://radar.brookes.ac.uk/radar/items/05820562-32e0-7d48-b0bc-f61faf8e0f9a/1.

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Parental involvement in children’s learning plays a significant role in attainment in primary school. However, in the case of mathematics, a core subject in the primary school curriculum, research suggests that parents face a number of barriers to involvement. Following an approach informed by the sociocultural theory, this project aimed to investigate parental involvement in children’s school mathematical learning through a focus upon experiences, identity and activity. Twenty-four parent-child pairs took part in the study. The children were all aged between 7 and 11 years old and attended primary schools in the UK. Parents took part in a semi-structured episodic interview and parent-child dyads were observed completing a 20-minute simulated school mathematical activity. Data analysis consisted of four phases. Firstly, interview responses were subjected to a thematic analysis to examine parental experiences of: (1) school mathematics, (2) parent-child mathematical activity, and (3) home-school communication. Secondly, the interview transcripts were analysed using dialogical self theory to investigate mathematical identity. This concentrated on how parents constructed a mathematical ‘self’, to describe themselves, and a mathematical ‘other’, to describe their children. Thirdly, the observations of parent-child mathematical activity were analysed for mathematical goals, contingency and scaffolding. Finally, the results of the second and third phases were compared to study the relationship between identity and goals. Analysis of parental experiences extended existing academic research in a number of areas. This included parental interaction strategies, particularly propinquity, and barriers to parental involvement, for instance divergent mathematical understandings. Uniquely, in applying dialogical self theory to study mathematical identity, this research showed how the mathematical ‘self’ and ‘other’ shift spatially and chronologically through participation in sociocultural activity. Identity formation was also shown to be a reflexive process that embraced a range of diverse social influences. Mathematical goals were seen to form and shift due to the activity structure, artefacts and conventions of the task, social interaction between the dyad, and the prior experience parents and children brought to the task. Analysing parentchild school mathematical interaction in this manner provides a distinctive contribution to understanding a widespread, but poorly understood social practice. The final stage of analysis indicated that the mathematical identities parents assigned to children more closely match the goals in parent-child mathematical activity than the mathematical identities parents constructed for themselves. The original and important findings generated by this project provide distinct implications for academics, educators and others working with parents and children.
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Books on the topic "Primary school mathematics"

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Mathematics in the primary school. London, Eng: Routledge, 1991.

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Tony, Brown. Coordinating Mathematics Across the Primary School. London: Taylor & Francis Inc, 2004.

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Canterbury Christ Church University College. Primary Mathematics Team., ed. Teaching mathematics in the primary school. London: Continuum, 2005.

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Coordinating mathematics across the primary school. London: Falmer Press, 1998.

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Beloshistaya, Anna. Mathematics in primary school: teaching methods. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1070170.

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The textbook contains methodological information and recommendations for the course of mathematics, which is studied in elementary school. All types of tasks, computational techniques and computational actions, typical and non-typical tasks, and techniques for working with them are given. The content of the textbook is focused on the mandatory minimum of primary education, current programs and current textbooks. The article presents universal methodological information related to any of the modern systems of teaching mathematics in primary classes. Meets the requirements of the federal state standards of secondary vocational education of the latest generation. It is addressed to students of institutions of secondary vocational education in the specialty "Teaching in primary classes".
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Tan, Winnie. Earlybird pre-school mathematics. Singapore: Earlybird Books, 2000.

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Lyons, Úna M. Regrouping for Mathematics in the Primary School. Dublin: University College Dublin, 1999.

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1956-, Winter Jan, ed. Improving primary mathematics: Linking home and school. New York: Routledge, 2009.

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Howson, Geoffrey. Primary school mathematics textbooks: An international study summary. London: QCA, 1999.

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Sangster, Margaret. An exploration of pattern in primary school mathematics. [Guildford]: University of Surrey, 1999.

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Book chapters on the topic "Primary school mathematics"

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King, Hazel, Gina Donaldson, and Sonia Tomlinson. "Mentoring for mathematics." In Mentoring Teachers in the Primary School, 158–70. Abingdon, Oxon; New York: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429424199-17.

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Boylan, Mark, and Vivien Townsend. "Understanding Mastery in Primary Mathematics." In Learning to Teach in the Primary School, 456–69. Fourth edition. | New York : Routledge, 2018. | Series: Learning to Teach in the Primary School Series: Routledge, 2018. http://dx.doi.org/10.4324/9781315453736-41.

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Ferrarello, Daniela. "Graphs in Primary School: Playing with Technology." In Mathematics and Technology, 143–69. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51380-5_8.

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Batanero, Carmen, Pedro Arteaga, Luis Serrano, and Blanca Ruiz. "Prospective Primary School Teachers’ Perception of Randomness." In Advances in Mathematics Education, 345–66. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7155-0_19.

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Ward, Hellen. "Mentoring for science, technology, engineering and mathematics (STEM)." In Mentoring Teachers in the Primary School, 198–207. Abingdon, Oxon; New York: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429424199-20.

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Tian, Huisheng, and Zhichang Sun. "Mathematics Assessment Report." In Assessment Report on Chinese Primary School Students’ Academic Achievement, 95–136. Berlin, Heidelberg: Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-57530-7_3.

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Grigg, Russell. "Challenges and best practices in English, mathematics, and science." In Becoming an Outstanding Primary School Teacher, 142–70. 3rd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003138396-7.

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Palmér, Hanna. "Primary School Teachers’ Image of a Mathematics Teacher." In Views and Beliefs in Mathematics Education, 121–32. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-09614-4_10.

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"Mathematics at school." In Improving Primary Mathematics, 16–28. Routledge, 2009. http://dx.doi.org/10.4324/9780203015131-8.

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"Mathematics." In STEM Education in the Primary School, 91–106. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108868488.005.

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Conference papers on the topic "Primary school mathematics"

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Nurmasari, Linda, Budiyono, Joko Nurkamto, and Murni Ramli. "Mathematical literacy profile of primary school students." In INTERNATIONAL CONFERENCE OF MATHEMATICS AND MATHEMATICS EDUCATION (I-CMME) 2021. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0116799.

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Yuliandari, Ria Norfika, and Dian Mustika Anggraini. "Teaching for Understanding Mathematics in Primary School." In International Conference on Engineering, Technology and Social Science (ICONETOS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210421.007.

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Voronina, Ludmila Valentinovna. "EDUCATION OF PRIMARY SCHOOL CHILDREN IN TEACHING MATHEMATICS." In Воспитание как стратегический национальный приоритет. Екатеринбург: Уральский государственный педагогический университет, 2021. http://dx.doi.org/10.26170/kvnp-2021-01-15.

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Goncharova, N. V., and V. A. Bakhmat. "Types of homework in mathematics in primary school." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2019. http://dx.doi.org/10.18411/lj-03-2019-107.

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Sakinah Nuraini, Ni Luh, Puri Selfi Cholifah, and Wisnu Cahyo Laksono. "Mathematics Errors in Elementary School: A Meta-Synthesis Study." In 1st International Conference on Early Childhood and Primary Education (ECPE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ecpe-18.2018.32.

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Campos, Helena, and Ana Carolina Pires. "STORIES WITH MATHEMATICS: A TEACHING EXPERIENCE IN PRIMARY SCHOOL." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2075.

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Wang, Xiangling. "The Combination of Microcourse and Primary School Mathematics Teaching." In 2021 2nd International Conference on Mental Health and Humanities Education（ICMHHE 2021）. Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210617.069.

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Martín Maldonado, Jose Luis, and Maria del Mar Lopez Martin. "A STUDY ABOUT ATTITUDES TO MATHEMATICS IN PRIMARY SCHOOL." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0698.

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Liu, Ruixue, Chu Liu, and Youqun Ren. "A Virtual Reality Application for Primary School Mathematics Class." In 2018 International Symposium on Educational Technology (ISET). IEEE, 2018. http://dx.doi.org/10.1109/iset.2018.00038.

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Sjöberg, Christer, Jalal Nouri, Rosmarie Sjöberg, Eva Norén, and Lechen Zhang. "TEACHING AND LEARNING MATHEMATICS IN PRIMARY SCHOOL THROUGH SCRATCH." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1359.

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Reports on the topic "Primary school mathematics"

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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Álvarez Marinelli, Horacio, Samuel Berlinski, and Matías Busso. Research Insights: Can Struggling Primary School Readers Improve Their Reading through Targeted Remedial Interventions? Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002863.

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This paper assesses the effectiveness of an intervention aimed at improving the reading skills of struggling third-grade students in Colombia. In a series of randomized experiments, students participated in remedial tutorials conducted in small groups during school hours. Trained instructors used structured pedagogical materials that can be easily scaled up. Informed by the outcomes of each cohort, the intervention tools are fine-tuned for each subsequent cohort. The paper finds positive and persistent impacts on literacy scores and positive spillovers on some mathematics scores. The effectiveness of the program grew over time, likely because of higher dosage and the fine-tuning of materials.
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Schoen, Robert C., Christopher Rhoads, Alexandra Lane Perez, Amanda M. Tazaz, and Walter G. Secada. Impact of Cognitively Guided Instruction on Elementary School Mathematics Achievement: Five Years After the Initial Opportunity. Florida State University Library, February 2022. http://dx.doi.org/10.33009/fsu.1653430141.

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We studied the impact of a long-term teacher professional development program on elementary school mathematics achievement five years after the initial randomization using an intent-to-treat approach and all available achievement data for kindergarten through fifth-grade students. The intervention consisted of a randomized offer for teachers in 22 schools to participate in a professional-development program based on Cognitively Guided Instruction. The intervention had a small positive effect (g = 0.03) on mathematics achievement in the primary grades and a larger effect (g = 0.16) in the intermediate grades. Grade level was the only statistically significant moderator, with larger effects in higher grade levels. These results provide new evidence of a long-term effect of Cognitively Guided Instruction on student learning in mathematics.
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Tiruneh, Dawit, Ricardo Sabates, Caine Rolleston, and John Hoddinott. Trends in Mathematics Learning in Ethiopia: 2012-2019. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/045.

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In this Insight Note, we explore the possible explanations for the decline in learning levels among primary school pupils in relation to the General Education Quality Improvement Programme (GEQIP) reforms that wereintended to improve quality and equity in the Ethiopian basic education system. We examine the extent to which mathematics learning levels for Grade 4 pupils have declined over time, despite the implementation of reforms to improve them, as well as the lessons that may be drawn from this. We also examine whether there is any difference in the benefits of the educational reforms for pupils from disadvantaged backgrounds (i.e., from rural areas, emerging regions, and from the lowest socio-economic background). We make use of a unique longitudinal dataset on 33 schools in six regions of Ethiopia covering the period 2012 to 2019.
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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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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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4468.

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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate and together with other by informational computer technologies. [1]. Mobile learning allows using the open informational systems, global educational networks, unique digital resources which belong to different educational establishments and co-operate with each other. The use of existent educational resources and creation of own, based on the academic resources from informative space, allows to promote the interest of students to the study of physics, to take into account the individual features, and also features of region and framework of society of the country. During the last years in Ukraine competency-based approach to the organization of studies certainly one of basic. The new Education Act addresses the key competencies that every modern person needs for a successful life, including mathematical competence; competence in natural sciences, engineering, and technology; innovation; information and communication competence [2]. This further emphasizes the importance of providing students with quality physical education and the problems associated with it. Using mobile technology in professional teaching work, the teacher has the opportunity to implement the basic principles of the competence approach in teaching physics. An analysis of the data provided in the official reports of the Ukrainian Center for Educational Quality Assessment showed that the number of students making an external independent assessment in physics and choosing a future profession related to physics has decreased significantly. This is due to the loss of students' interest in physics and the complexity of the content of the subject, as well as the increase in the amount of information that students need to absorb. In this article, we explore the possibilities of mobile technology as a means of teaching physics students and give our own experience of using mobile technology in the process of teaching physics (for example, the optics section in primary school).
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