Journal articles: '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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Robertson, Jacqueline G., and Tony Brown. "Coordinating Mathematics across the Primary School." Mathematical Gazette 84, no. 499 (March 2000): 147. http://dx.doi.org/10.2307/3621518.

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Ismail, Nazihah, Nur Hidayah Masni Abdullah, Roselah Osman, Nazirah Ramli, and Zulkifli Ab Ghani Hilmi. "Primary school pupils’ images of mathematics." Journal of Physics: Conference Series 1988, no. 1 (July 1, 2021): 012051. http://dx.doi.org/10.1088/1742-6596/1988/1/012051.

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Siew-Eng, Ling, Lai Kim-Leong, and Ling Siew-Ching. "Mathematics Camp Model for Primary School." Procedia - Social and Behavioral Sciences 8 (2010): 248–55. http://dx.doi.org/10.1016/j.sbspro.2010.12.034.

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Ozdemir, Emine, and Burcu Sezginsoy Seker. "Prospective Primary Teachers’ Mathematics Anxiety-Apprehension and Its Causes." International Education Studies 10, no. 11 (October 29, 2017): 1. http://dx.doi.org/10.5539/ies.v10n11p1.

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The study aims to investigate the mathematics anxiety-apprehension of prospective primary school teachers and its causes. The mathematics anxiety-apprehension of the prospective primary school teachers was analyzed using a number of variables. The prospective teachers were asked to provide written answers to open-ended questions about the causes of their mathematics anxiety. The study used mixed method research design. The quantitative data for the prospective teachers’ mathematics anxiety-apprehension were collected using the Mathematics Anxiety-Apprehension Scale developed by Ikegulu (1998) and translated into Turkish with validity-reliability analyses by Ozdemir and Gur (2011). The qualitative part of the study used the phenomenological method, and the prospective teachers’ metaphors for aspects of mathematics were collected as data. The participants in the study were third- and fourth-grade prospective teachers studying in the Primary Education Department of the Necatibey Faculty of Education at Balikesir University. They were chosen by simple random sampling. The independent samples t-test was computed to analyze the quantitative data, and descriptive statistics were used for the qualitative data. The study found that the mathematics anxiety-apprehension of prospective primary school teachers who were Anatolian high school graduates was significantly lower. Mathematics anxiety-apprehension did not vary by gender, and the third-grade prospective teachers had significantly higher mathematics anxiety-apprehension. The causes of the prospective primary school teachers’ mathematics anxiety-apprehension were found to be related to teachers, prospective teachers, the examination system, mathematics program-related and school facilities-related causes. The prospective primary school teachers often used metaphors such as life, crossword puzzle, game and human for each sub-theme, and 166 metaphors for mathematics were identified. The themes with the highest number of metaphors were basic principles of mathematics teaching, basic mathematical skills and mathematical knowledge, respectively.

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Karimova K.R., Mamatov M. SH ,. "The Trend of Development and Functions of Mathematic Contemplation in Elementary School Boys." Psychology and Education Journal 58, no. 2 (February 1, 2021): 1486–93. http://dx.doi.org/10.17762/pae.v58i2.2299.

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Here given the features, characteristic qualities of mathematic thinking and possibilities of increasing it during teaching mathematics in primary classes relatively to the formation of separate forms of mathematical thinking from the methods of teaching the mathematics, methods of scientific thinking.

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Helmane, Ineta. "Thematic Approach of Mathematics Textbooks in the Primary School." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 9, 2015): 65. http://dx.doi.org/10.17770/sie2012vol1.20.

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The article describes and analyzes theoretical materials, textbooks about the aspects of the thematic choice in the acquisition of mathematics content using the thematic approach in primary school. Teaching mathematics thematically emphasises the use of applications of mathematics around a central theme whereas teaching in topics predominantly emphasises mathematical content. Mathematics content in the framework of the thematic approach is associated with the development of skills in practical activities the so called ‘hands on’ as well as the correlation of the acquired knowledge based on the theme or a concept; also, skills that can be applied in lifetime actions as well as the development of a personal sound attitude, values and goals. In the thematic approach mathematics content involve objects, information, topics and themes. The topicality should be linked with happenings in their personal lives as well as the latest developments in community life, socio-economic processes or a scientific context as well.

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Xu, Ge. "A Brief Analysis of the Training Countermeasures of Mathematical Number Sense in Primary School." Education Reform and Development 3, no. 2 (January 24, 2022): 57–60. http://dx.doi.org/10.26689/erd.v3i2.3594.

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The development of mathematical thinking has steadily become the attention of primary school mathematics teachers as the basic literacy of primary school mathematics. To promote teaching development and further deepen teaching reform, primary school mathematics teachers must change their educational concept, pay attention to the cultivation of students’ mathematical thinking in the teaching process, and create an effective teaching classroom with the help of new teaching methods and rich teaching contents. This research examines how primary school mathematics teachers cultivate kids’ understanding of numbers and proposes appropriate remedies, with the goal of serving as a model for teachers’ teaching improvement.

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Deringöl, Yasemin. "Primary school students’ mathematics motivation and anxieties." Cypriot Journal of Educational Sciences 13, no. 4 (December 26, 2018): 537–48. http://dx.doi.org/10.18844/cjes.v13i4.3462.

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Mathematics is necessary to enable children to gain the knowledge and skills required for daily life, it teaches them how to solve a problem, enables them to gain ways of thinking and prepares them for the future. The prejudice developed towards mathematics affects the students’ perceptions related to the mentioned course. The students’ low motivation and high anxiety concerning mathematics are among the most important problems encountered. This research was conducted with students in the third and fourth grades in primary schools in Istanbul province to examine their mathematics motivation and anxieties. It was concluded that students’ mathematics motivation was at a medium level and their mathematics anxieties were very low and there were no differences according to gender. Mathematics motivations among fourth grade students were higher than that of third grade students. It can be recommended that classroom teachers should prepare the environment in which they can introduce the entertaining world of mathematics to students. Keywords: Primary school student, mathematics, mathematics motivation and mathematics anxiety

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Hughes, Martin, Pamela Greenhough, Wan Ching Yee, Jane Andrews, Jan Winter, and Leida Salway. "Linking children’s home and school mathematics." Educational and Child Psychology 24, no. 2 (2007): 136–44. http://dx.doi.org/10.53841/bpsecp.2007.24.2.136.

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Current approaches to teaching mathematics in English primary schools pay little attention to the kind of mathematics which children engage in outside of school. This paper attempts to redress the balance by describing the nature and characteristics of children’s out-of-school mathematics, and looking at how connections might be made between in-school and out-of-school mathematics. At home, mathematics is frequently encountered during play and games, and in authentic household activities such as cooking and shopping. There are also more school-like mathematical activities such as homework and commercially available maths schemes. The paper argues that it is important for connections to be made between home and school mathematics, but this is often impaired by teachers’ lack of knowledge about home mathematics and by parents’ lack of knowledge about school mathematics. One solution to this problem lies in knowledge exchange activities, and examples are provided of activities which operate in both the school-to-home and home-to-school directions. The main implications for teachers and educational psychologists are to pay much greater attention to children’s out-of-school mathematics, and to develop further ways of linking home and school mathematics.

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Chirkova, Natal'ya. "Using Analogy in Teaching Mathematics in Primary School." Primary Education 8, no. 3 (June 25, 2020): 19–23. http://dx.doi.org/10.12737/1998-0728-2020-19-23.

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The article discusses the possibilities of using analogy as a method of cognition by younger schoolchildren of mathematical phenomena and objects and at the same time a learning method. The educational essence of analogy, its structure and types are described: explanatory, search, systematizing analogy. The didactic potential of analogy is revealed, the conditions for the successful implementation of didactic goals using this method are given. The methodological materials presented in the article can be used by teachers in the preparation of students of pedagogical specialties and teachers in the course of teaching younger students in mathematics.

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Resic, Sead, Maid Omerovic, and Ahmed Palic. "FEAR IN MATHEMATICS TEACHING AMONG PRIMARY SCHOOL STUDENTS." Journal Human Research in Rehabilitation 11, no. 1 (April 2021): 17–27. http://dx.doi.org/10.21554/hrr.042103.

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The aim of this work is toresearch does exist a fear of mathematics, what are the causes of fear of mathematics, in what forms fear is manifested and what parents do to repress a fear of mathematics at students in higher grades of elementary school. For the purposes of the research, two separate scales were created which measured the fear of mathematics at students from the perspective of parents and students. The research was conducted in the elementary schools in Central Bosnia with students of fifth, sixth, seventh, eighth and ninth grades. We leave the survey questionnaire at the end, in attachment, so that it can be viewed. Analysis or data processing we worked and we got results which we´ve presented in this work. There shouldn´t be fear in the teaching process.Students shouldn´t come to school under pressure or in fear, but should find ways to motivate themselves to work because of their personal progress and training for life. Parents and teachers help them with that. Achievements in mathematics are researched more than achievements in other subjects because mathematics is important for researching and comparing different educational systems.Because of this importance, we need to find ways to repress the students ’fear of math.Students, except motivation for working, should give encouragement and support. Communication with the child, and communication in the parent-school-student relationship is very important in repressing the child’s fear

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Dowker, Ann, Karina Bennett, and Louise Smith. "Attitudes to Mathematics in Primary School Children." Child Development Research 2012 (November 22, 2012): 1–8. http://dx.doi.org/10.1155/2012/124939.

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44 Grade 3 children and 45 Grade 5 children from English primary schools were given the British abilities scales basic number skills subtest, and a Mathematics Attitude and Anxiety Questionnaire, using pictorial rating scales to record their Self-rating for maths, Liking for maths, Anxiety about maths, and Unhappiness about poor performance in mathematics. There were few year group differences in attitudes. Boys rated themselves higher than girls, but did not differ significantly in actual performance. Overall, Anxiety was not related to actual performance, but Self-rating was. This relationship between Self-rating and actual performance seemed to develop between Grade 3 and Grade 5. Implications of the findings are discussed.

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Bailey, Angela. "Sex-stereotyping in primary school mathematics schemes." Research in Education 39, no. 1 (May 1988): 39–46. http://dx.doi.org/10.1177/003452378803900103.

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Halme, Hilma, Kelly Trezise, Minna M. Hannula-Sormunen, and Jake McMullen. "Characterizing mathematics anxiety and its relation to performance in routine and adaptive tasks." Journal of Numerical Cognition 8, no. 3 (November 16, 2022): 414–29. http://dx.doi.org/10.5964/jnc.7675.

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Mathematics anxiety hinders students' mathematical achievement already in primary school, but research on its effects beyond whole number knowledge is limited. The main aim of the current study is to examine how state and trait mathematics anxiety relate to performance across five tasks that are relevant for the development of mathematics in primary school, including a measure of adaptive expertise with school mathematics. These include mathematical tasks with non-symbolic quantities, whole numbers, and rational numbers. The participants were 406 primary school students attending the 5th grade (N = 188) and 6th grade (N = 218). Our results showed that state anxiety varies across task type. Furthermore, students' self-evaluated state and trait mathematics anxiety had varying negative relations with performance depending on the task type. In particular, we found that mathematics anxiety may limit students' adaptive expertise with rational numbers, even after controlling for other relevant mathematical skills. Overall, our results indicate that existing accounts on the role mathematics anxiety plays in school mathematics should expand to consider differences across task type and measures of anxiety.

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Fang, Deyang. "Infiltration Strategies of Mathematical Culture in Improving the Mathematical Literacy of Primary School Students." Education Reform and Development 3, no. 1 (October 14, 2021): 54–57. http://dx.doi.org/10.26689/erd.v3i1.2622.

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Primary schools are a sanctuary for basic education. Primary school students are in the initial stage of development in many areas. Mathematical culture has a great effect on the improvement of students’ mathematical literacy. However, exam-oriented education has seriously affected people’s way of thinking, leading to a large gap in mathematics education and its culture with excessive emphasis on the accumulation of mathematical knowledge, skill training, and other aspects but neglecting the cultural connotation of mathematics itself. Ensuring that students master mathematical knowledge is one of the purposes of mathematics education. However, while gaining knowledge, students should be guided to understand its cultural connotation. Therefore, in order to implement the concept of people-oriented education and promote the comprehensive development of students, it is extremely important to integrate mathematical culture into the cultivation of mathematical literacy.

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

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

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Brezovnik, Anja. "The Benefits of Fine Art Integration into Mathematics in Primary School." Center for Educational Policy Studies Journal 5, no. 3 (May 26, 2017): 11–32. http://dx.doi.org/10.26529/cepsj.125.

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The main purpose of the article is to research the effects of the integration of fine art content into mathematics on students at the primary school level. The theoretical part consists of the definition of arts integration into education, a discussion of the developmental process of creative mathematical thinking, an explanation of the position of art and mathematics in education today, and a summary of the benefits of arts integration and its positive effects on students. The empirical part reports on the findings of a pedagogical experiment involving two different ways of teaching fifth-grade students: the control group was taught mathematics in a traditional way, while the experimental group was taught with the integration of fine art content into the mathematics lessons. At the end of the teaching periods, four mathematics tests were administered in order to determine the difference in knowledge between the control group and the experimental group. The results of our study confirmed the hypotheses, as we found positive effects of fine art integration into mathematics, with the experimental group achieving higher marks in the mathematics tests than the control group. Our results are consistent with the findings of previous research and studies, which have demonstrated and confirmed that long-term participation in fine art activities offers advantages related to mathematical reasoning, such as intrinsic motivation, visual imagination and reflection on howto generate creative ideas.

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Thaqi, Xhevdet, Ana Isabel Rodríguez Valladares, and Ekrem Aljimi. "Different Ways of Conceptualizing Mathematical Content for Prospective Primary School Teachers." International Journal of Smart Education and Urban Society 12, no. 1 (January 2021): 61–68. http://dx.doi.org/10.4018/ijseus.2021010105.

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Changes in today society and in the development of technology demand a greater interest in mathematical knowledge in education and didactic research on professional work. Recent research seems to confirm that mathematics is still under-worked. This is the starting point from which the interest in studying the mathematical knowledge is necessary for the professional development of perspective primary school mathematics teachers arises. The study of mathematics curricula for the training of prospective teachers in different universities and their historical evolution will provide those with necessary criteria to organize, formulate, and develop the mathematical content of this didactic point of view and to establish the diagnosis of the systematic and the subsequent intervention in the teacher training institutions. According to the recommendations of the researches and other scientific events, the basic concepts and properties of mathematics should be included in the curricula of study programs for primary school teacher training.

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Gamboa, Genaro de, Edelmira Badillo, Digna Couso, and Conxita Márquez. "Connecting Mathematics and Science in Primary School STEM Education: Modeling the Population Growth of Species." Mathematics 9, no. 19 (October 5, 2021): 2496. http://dx.doi.org/10.3390/math9192496.

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In this research, we explored the potential of using a research-based teaching and learning sequence to promote pupils’ engagement in practices that are coherent with those of real world mathematical and scientific activity. This STEM (Science, Technology, Engineering and Mathematis) sequence was designed and implemented by pre-service teachers and science and mathematics education researchers with the aim of modeling the growth of a real population of rabbits. Results show explicit evidence of pupils’ engagement in relevant mathematical and scientific practices, as well as detailed descriptions of mathematical connections that emerged from those practices. We discuss how these practices and connections allowed the progressive construction of models, and the implications that this proposal may have for STEM task design and for the analysis of extra-mathematical connections.

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Sergeeva, Larisa. "DIDACTIC CONDITIONS UNDERSTANDING SCIENTIFIC MATHEMATICAL TEXT STUDENTS – FUTURE PRIMARY SCHOOL TEACHERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 429–42. http://dx.doi.org/10.17770/sie2018vol1.3117.

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The article substantiates the necessity of understanding mathematical text in the process of training of students – future primary school teachers. The features of the understanding of the subject area of "mathematics" on the basis of the analysis of the specificity of mathematical texts. The article presents the didactic conditions of understanding mathematical texts with students in order to improve the quality of mathematical and pedagogical education of future primary school teachers. Describes the tools and methods to ensure understanding of mathematical content by the students. The conducted research allowed to establish the effect of implementing the selected conditions on the overcoming of formalism in the assimilation of mathematics by students.

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Phan Thi, Tinh. "Building some practice contents organizing Mathematic experience activities for students of elementary education sector at pedagogical school." Journal of Science Educational Science 66, no. 3 (July 2021): 165–73. http://dx.doi.org/10.18173/2354-1075.2021-0053.

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Practical and experiential activities are one of the contents throughout the current general math curriculum in general, and the elementary school math program in particular. Pedagogical schools need to prepare potential primary school teachers to fulfill the requirements of organizing mathematical experiential activities in the training process. In which, it is necessary to identify and develop practical contents of organizing mathematical experiential activities to ensure the theory of experiential activities, to ensure compliance with the requirements of mathematics education in primary schools in order to orient proper training and improvement in students' ability to organize mathematical experiential activities

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Hameed, Gulnaz, and Intzar Hussain Butt. "Teaching Mathematics at High School: A Comparison of Public and Private School Teachers’ Practices." Global Social Sciences Review III, no. IV (December 30, 2018): 127–41. http://dx.doi.org/10.31703/gssr.2018(iii-iv).09.

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This paper compares the mathematics teaching practices of private and public high school teachers in Punjab. Two hundred public and 180 private school teachers were selected by using random sampling technique from district Sahiwal. The quantitative data was collected by using a Likert type 58 questionnaire items. The questionnaire consisted of six parts: mathematic teaching practices, mathematic effective students’ instruction, mathematic resources availability, use of mathematic resources, use of instructional techniques and evaluation techniques used by the teachers. The study indicated that private school teacher teach in cooperative environment, individual concentration, small group discussion and encourage students in mathematic classrooms as compared to public school teachers. They write equations to represent concept and then engage students in problem solving and practice computational skill as compared to public school teachers. Public school teachers highly believe that text book is primary instructional tool for teaching. They practice difficult problem by drill in their classes. Although Public school teachers are well trained, qualified and experienced yet they emphasize rote learning which is a big hurdle in conceptual understanding. Provision of material resources in public schools is high. Mathematic curriculum document, manipulative, measuring devices, and spreadsheets, worksheet calculators, teacher guide and computers as teaching resources are available in public schools. Whereas, helping books and calculators’ availability is better in private schools.

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Rodríguez, Susana, Bibiana Regueiro, Isabel Piñeiro, Antonio Valle, Benigno Sánchez, Tania Vieites, and Carolina Rodríguez-Llorente. "Success in Mathematics and Academic Wellbeing in Primary-School Students." Sustainability 12, no. 9 (May 7, 2020): 3796. http://dx.doi.org/10.3390/su12093796.

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The main aim of this study was to analyse possible differences in academic wellbeing on the basis of prior academic achievement in mathematics. We conceptualised wellbeing as a multidimensional construct covering both negative indicators, namely, anxiety and negative feelings, and positive indicators, namely, perceived competence, perceived utility, and mastery motivation. Success in mathematics is expected to be associated with better academic wellbeing. The sample consisted of 897 students from the fifth and sixth years of primary school (50.2% boys and 49.8% girls). Results suggested that success in mathematics is linked to a student’s academic wellbeing, in such a way that perceived competence in the subject, perception of usefulness of mathematical content, and mastery motivation was higher in students with better previous performance. Anxiety and negative feelings were also lower when success in mathematics increased. Considering the particular anxiety–self-efficacy interaction suggested by previous research, we concluded that a good way to change negative academic wellbeing would be to increase successful experiences to foster perceived competence, especially in students with high academic anxiety.

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Bohodirjon Qizi, Muxamadaliyeva Madinabonu. "Methodology Of Organization Of Independent Work Of Students In Mathematics In Primary Schools." American Journal of Social Science and Education Innovations 03, no. 01 (January 31, 2021): 374–77. http://dx.doi.org/10.37547/tajssei/volume03issue01-70.

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Today, the upbringing of a harmoniously developed generation is one of the most important tasks. The fulfillment of this task depends mainly on teachers. To this end, great attention should be paid to the education of young people. Separate independent study from primary school is very effective. The organization of independent work of students in mathematics in primary school is a topical issue. The purpose of organizing independent work in the process of teaching mathematics in primary school is to develop students' creative thinking skills, broaden their horizons, and foster an interest in mathematics.

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Mironova, Svetlana V. "ABOUT THE INTERACTIVE MODEL FOR PREPARATION FOR THE FINAL MATHS QUALIFICATION IN PRIMARY SCHOOL." SCIENTIFIC REVIEW. SERIES 2. HUMAN SCIENCES, no. 3-4 (2022): 70–78. http://dx.doi.org/10.26653/2076-4685-2022-3-4-07.

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The article describes the approach to improving the pro-cess of preparing primary school students for the final certification in mathematics based on the creation of an interactive mathematical subject environment, particular attention is paid to the construction of a special subject mathematical model for the formation of techniques for solving problems with a parameter, and also consider the issues of self-design of such models by schoolchildren in the framework of project activities in mathematics, aspects of their application in the practice of teaching in mathematics lessons and in extracurricular activities in the subject. In addition, the text of the article presents options for organizing the use of interactive models not only with students of permanent educational groups (classes), but also possible ways to implement excursion classes for students of various classes and schools seeking to improve their mathematical training.

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Vasojević, Irena, Zora Krnjaić, and Nena Vasojević. "Developing creativity in mathematics instruction." Nastava i vaspitanje 70, no. 2 (2021): 165–76. http://dx.doi.org/10.5937/nasvas2102165v.

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This paper aims to highlight the importance and the possibilities of developing creativity and creative thinking in mathematics instruction. One of the key tasks of the educational process in schools is the stimulation and development of students' creative abilities. Students' creative abilities and divergent forms of working with them are not restricted to specific areas and fields of human activity; rather, it is a matter of the specific and distinctive qualities of the development of creativity and creative expression in certain areas, or school subjects. The paper examines the need and the possibilities of developing creative thinking in children of primary school age and in mathematics instruction in the lower and upper grades of primary school, since creativity is not linked exclusively to art or certain fields or school subjects, nor is it the privilege only of gifted and talented children and students.

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Helmane, Ineta. "Emotions of Primary School Pupils in Mathematics Lessons." Journal of Pedagogy and Psychology "Signum Temporis" 8, no. 1 (December 1, 2016): 22–29. http://dx.doi.org/10.1515/sigtem-2016-0013.

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Abstract The article describes and analyses theoretical and empirical materials about the pupils’ emotions in the process of teaching/learning mathematics in a primary school. The aim of the article is to investigate the experienced emotions by pupils when learning mathematics in a primary school and highlight the factors arousing emotions in learning mathematics in primary school. The article analyses the data obtained in empirical research on the emotions experienced by pupils during mathematics lessons in primary school. In questionnaires and semi-structured interviews, pupils reveal what gave them positive emotions in mathematics lessons, as well as what made them experience negative emotions. Based on the analysis of empirical data, we highlighted the factors of learning mathematics in primary school that caused positive emotions; however, the failure to comply with these factors caused negative factors in pupils. As a result of the research, it is possible to select the factors facilitating positive emotions while teaching mathematics in primary school.

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Skvortsova, Svitlana, and Tetiana Britskan. "Organization of Mathematical Distance Learning in Primary School." International Journal of Research in E-learning 7, no. 1 (June 24, 2021): 1–23. http://dx.doi.org/10.31261/ijrel.2021.7.1.06.

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The article is devoted to researching the problem of using ICT by primary school teachers in teaching mathematics, in particular during distance learning caused by the COVID-19 pandemic. The results of comparative analysis of the most common online services are presented in three categories: 1) services for creating a virtual classroom and interactive exercises and other educational content (LearningApps, Google Classroom, Classtime, and Classdojo); 2) services for organizing a distance lesson (Padlet); 3) services for conducting a distance lesson in the form of a conference (Zoom, Skype, Microsoft Teams). The generalized results of the online survey of Ukrainian primary school teachers on the use of these online services in mathematics lessons are presented. Furthermore, methodological recommendations for the use of selected online services are reflected in the developed e-course “Internet resources for creating mathematical learning and game content for primary schoolchildren”.

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Gocheva, Margarita, Nikolay Kasakliev, and Elena Somova. "Mobile Game-Based Math Learning for Primary School." Mathematics and Informatics LXV, no. 6 (December 29, 2022): 574–86. http://dx.doi.org/10.53656/math2022-6-3-mob.

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The paper discusses modern learning approaches in which mobile devices are increasingly used. It presents an experiment to apply mobile game-based learning to primary school students. A suitable learning model has been designed using adaptive, micro lesson, behavioural and game-based approaches. Based on the model, a mobile math educational game was developed to complement traditional classroom learning and be used at home. The mobile game was tested in a real learning environment. A survey was conducted also with the students and teachers, participants in the experiment, which investigated the attitude toward using mobile game – based learning in mathematics in the direction of – practical applicability, motivation, design, accessibility, support and feedback.

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Maulani, MaghfirohIzza, Ashma Nur Hanifah Heninda Putri, Faddliyah, Afifatul Muslimah, and Aji Pangestu. "The Effect of Magic Book to Increase Interest in Learning Mathematics of Primary School Students." Proceeding International Conference on Science and Engineering 3 (April 30, 2020): 573–75. http://dx.doi.org/10.14421/icse.v3.566.

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Elementary School is a place to understand all learning for the next level, especially mathematics. Mathematics is also considered difficult by elementary school students because of its abstract and complex nature, especially with the large number of mathematical formulas, and its lack of interest in learning. So that student interest in learning is reduced. One interesting way to learn mathematics is by using learning media. This research introduces MagicBook contains a collection of formulas and mathematical games. This Magicbook is arranged in such a way with an attractive layout and color. Sources of data obtained from questionnaires and direct research on elementary school students in one of the lessons in Yogyakarta. The data of this study were analyzed descriptively quantitative and qualitative. The results showed that the magic book learning media can increase elementary school students' mathematics learning interest.the effect.

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Lubis, Akhmad Badrul, Yelvema Miaz, and Indah Eka Putri. "Influence of the Guided Discovery Learning Model on Primary School Students’ Mathematical Problem-solving Skills." Mimbar Sekolah Dasar 6, no. 2 (August 17, 2019): 253. http://dx.doi.org/10.17509/mimbar-sd.v6i2.17984.

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Difficulties of primary school students in solving mathematical problems that require problem solving or reasoning abilities indicate the existence of problems in the process of learning mathematics, because one of the purposes of learning mathematics in primary school is to develop the students’ mathematical problem-solving skills. As a solution to overcome the problems, this research aims at understanding how the implementation of the guided discovery learning model influences mathematical problem-solving skills. This research employs a quasi-experimental design by involving all fifth-grade students at one of primary schools in Tebo Regency, Jambi. The simple random sample was conducted to obtain class VB as experimental class, and class VA as control class. Based on the results of the final score, experiential class obtained an average score of 86.00, and control class obtained an average score of 76.93. The results of hypothesis test using t-test obtained tcount = 2,203 > ttable = 2,020, which indicated that H0 was rejected, and H1 was accepted. Therefore, the guided discovery learning model influenced the fifth-grade students’ mathematical problem-solving skills, thus it is recommended for teachers to be able to use the guided discovery learning model in the mathematics learning process.

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Rejmi, Zaki Hakimi, and Roznim Mohamad Rasli. "MATHNECT: Mathematics Motion Based Learning for Primary School." International Journal of Artificial Intelligence 9, no. 2 (December 19, 2022): 49–62. http://dx.doi.org/10.36079/lamintang.ijai-0902.456.

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Courseware is now widely used in the process of learning and teaching, particularly at the primary school level and in mathematics classes. Students become less interested in learning mathematics because it involves abstract and complex concepts. Difficulty learning math is a profound and acknowledged difficulty among students throughout the generations. The way of teaching and learning mathematics has remained relatively the same in our education system. Students are unable to provide their entire focus in class because of the current educational system, which is sometimes boring and relies solely on the whiteboard as a medium of instruction. However, with today's technological advancements, this problem may be overcome. It can be used to enhance the current educational system by utilizing current technology. One of them is Kinect, this device is a motion-tracking technology that allows users to interact with applications by moving their bodies. The main objective of this Mathnect is to develop a motion-based learning environment by utilizing Kinect technology as a learning aid to improve student concentration and attention in mathematics class. This project is developed using a methodology ADDIE. The methodology of analysis employed in this phase, which includes content analysis, should be focused on the compatibility of the content and the target users. The game will be focusing on teaching simple mathematics number, which it will cover on basic numbers among primary school students. Thus, by implementing this project in primary schools, our educational environment can be improved to produce new adaptive learning methods. This Mathnect is beneficial for educators, students, and parents to be used in the classroom and can also be used for self-based learning. As a result, students will not be bored in the classroom at any time.

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Pappas, Marios A., Fotini Polychroni, and Athanasios S. Drigas. "Assessment of Mathematics Difficulties for Second and Third Graders: Cognitive and Psychological Parameters." Behavioral Sciences 9, no. 7 (July 12, 2019): 76. http://dx.doi.org/10.3390/bs9070076.

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Mathematical achievement during the first years of primary school seems to be a reliable predictor of students’ later performance. In addition, cognitive, metacognitive, and psychological parameters are considered to be factors related to mathematical achievement. However, in the Greek educational system, there is a shortage of valid and reliable tools for the assessment of mathematics difficulties and as a consequence, identification of children with these difficulties does not take place before the last years of primary school. This study aims to investigate the relationship between working memory, sustained attention, executive functions, and math anxiety with mathematical achievement in 2nd and 3rd graders. The design of the study was based on the parameters of mathematics difficulties, as they arise from the literature review. Ninety-one Year 2 and Year 3 primary school students (mean age 8.06 years) from three public schools situated in Attica, Greece participated in the study. The students completed three different scales including educational, cognitive, and psychological tasks. Results showed that mathematical skills were significantly correlated with sustained attention, inductive reasoning, math anxiety, and working memory. Moreover, mental arithmetic ability, sustained attention, and working memory predicted mathematical achievement of second and third graders. The study’s outcomes verify that sustained attention, inductive reasoning, working memory, and math anxiety are correlated with young students’ mathematical performance. The implications of the results for the development of an assessment tool for early detection of mathematics difficulties will be discussed.

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Khalel, Ibrahim Alhussein, Omar saad Al- tmaran, and Abdulhamid essa Hashmi. "Employing the flipped classroom strategy in primary mathematics classes." International Journal of research in Educational Sciences 4, no. 1 (December 15, 2020): 497–528. http://dx.doi.org/10.29009/ijres.4.1.12.

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This study aims to identify the implications of using the flipped classroom strategy in the primary school in teaching practices of mathematics classes of mathematics teachers and their students. This study used a qualitative approach. The sample of the study consists of (2) mathematics teachers in the primary school and (42) students from the sixth grade students. The study used the following tools: Teacher notebook, participant note, interview. The study used thematic analysis to analyze the data. The study reached a number of results, including: flipped classroom strategy contributed to the development of mathematical achievement, classroom interaction, the attitude towards teaching and learning mathematics. The flipped classroom strategy allowed teachers to take more of lesson ideas, use several strategies in the classroom, plan and prepare for the lesson. The study recommended: We need to train teachers to employ techniques in mathematics education, and to produce instructional videos for math lessons.

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Davis, Ernest Kofi, and Wee Tiong Seah. "Socio-cultural factors: a missing variable in mathematics pedagogy in Ghana." Ghana Journal of Education: Issues and Practice (GJE) 2 (December 1, 2016): 40–58. http://dx.doi.org/10.47963/gje.v2i.473.

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This study draws on theories relating to the local aspects of mathematical knowledge and to mathematics pedagogy to explore how the teaching and learning activities carried out in mathematics classrooms in Ghana deal with these aspects. It focussed on the teaching of measurement of money at the primary school level. The primary school level was considered in this study because it is during this period of time that pupils develop the foundation for learning mathematics at higher grade levels. The current Ghanaian primary school mathematics curriculum, three of the popular primary school mathematics textbooks, and lessons from two experienced primary school teachers constituted the main sources of data for the study. The data collected were analysed qualitatively and presented as narrative description with some illustrative examples. The study revealed amongst others that the approaches used by teachers in the lessons observed reflected those suggested in mathematics curriculum and the textbooks, and these approaches pay very little attention to the social and cultural contexts of the pupils. By way of recommendation the authors provide an alternative approach to the teaching of measurement of money in context, based on a three-tier teaching strategy.

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Zaporozhchenko, Tetiana, Marianna Shvardak, Liliia Stakhiv, Nataliia Kalyta, Iryna Sadova, and Solomiya Illyash. "A Future Primary School Teacher Competence Building Model through Application of Innovative Technologies." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 4 (December 6, 2022): 01–20. http://dx.doi.org/10.18662/rrem/14.4/626.

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Nowadays in the context of innovations in the education system it is necessary to substantiate the organizational and pedagogical conditions for the formation of mathematical competence. These changes necessitated the development of a model for the formation of the mathematical competence of future primary school teachers by means of innovative technologies. The purpose of the article is to get acquainted with the components of primary school teachers’ professional competence, to characterize the content of organizational and pedagogical conditions for implementing the model of mathematical competence of future primary school teachers by means of innovative technologies, to form our own model of mathematical competence. Realization of the purpose of the article will give an opportunity in the educational process of higher pedagogical educational institution to improve the professional training of the future specialist, in particular in the aspect of his mathematical competence formation. The educational and methodological support of the process of building mathematical competence is analyzed, in particular: a set of multimedia presentations in the courses “Mathematics” and “Methods of teaching in the educational field of “Mathematics”. a textbook “Methods of teaching in the educational field of “Mathematics”, a textbook “Fundamentals of work in the Moodle environment” and electronic methodological complexes “Mathematics” and “Methods of teaching in the educational field of “Mathematics”, created in the Mооdle environment.

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Poorghorban, Maryam, Susan Jabbari, and Fateme Chamandar. "Mathematics Performance of the Primary School Students: Attention and Shifting." Journal of Education and Learning 7, no. 3 (March 8, 2018): 117. http://dx.doi.org/10.5539/jel.v7n3p117.

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The purpose of this study was to understand the relationship between executive functions and mathematical abilities to determine the contribution of these functions to math performance. In this study, 30 students were selected from among 4th graders of elementary school, in two groups with low achievement in mathematics (poor) and high achievement in mathematics (strong), such that their IQ and reading ability were as close as possible. These groups were measured and compared in terms of attention by means of continuous performance test and shifting by means of Wisconsin Card Sorting Test. The ANOVA and t-test showed that the low-achieving group stood significantly lower than the high-achieving group in shifting, which mirrors the effect of this function in math performance of the students. However, there was no significant difference between the two groups in terms of attention.

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Demeneva, N. N., and O. V. Kolesova. "ASSESSMENT OF THE EFFECTIVENESS OF THE IMPLEMENTATION OF THE COMPETENCE APPROACH IN TEACHING MATHEMATICS IN PRIMARY SCHOOL." Vestnik of Minin University 6, no. 3 (November 10, 2018): 7. http://dx.doi.org/10.26795/2307-1281-2018-6-3-7.

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Introduction:the article deals with the problem of implementation of the competence approach in teaching mathematics in primary school. This approach is one of the conceptual foundations of the Federal state educational standard of primary General education. Competency-oriented tasks are included in the final work for the fourth grade to assess the achievement of the planned results, including the all-Russian verification work in mathematics. The aim of the study was to identify the effectiveness of the implementation of the competence approach in teaching mathematics in primary school based on the diagnosis of the level of formation of primary school graduates (pupils of 5 classes) the ability to solve competency-oriented mathematical tasks.Materials and methods: the diagnostic technique was used, including mathematical tasks that require the use of knowledge in life situations, the presence of real ideas about the values and geometric shapes, the ability to navigate in practical situations. The texts of competency-oriented tasks are given.Results:the data on the results of all groups of tasks and the level of formation of primary school graduates ability to solve competency-oriented mathematical tasks Revealed that the greatest difficulty is caused by tasks that require self-selection of mathematical concepts and actions for the analysis of the real situation, and tasks involving the ability to do the estimate of the result.Discussion and Conclusions:the study showed that there are problems in the implementation of the competence approach in teaching mathematics in primary. Students have significant difficulties in solving competency-oriented tasks. The analysis of typical errors in the performance of such mathematical tasks is performed. The recommendations for primary school teachers to strengthen the practical orientation of teaching mathematics to junior schoolchildren.

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Konarzewski, Krzysztof. "Primary School Pupils’ Attitude toward Mathematics and Their Achievement in Mathematics." New Educational Review 56, no. 2 (June 30, 2019): 17–28. http://dx.doi.org/10.15804/tner.19.56.2.01.

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Firmansyah, Dani, Syahrilfuddin Syahrilfuddin, and Zariul Antosa. "Promoting Mathematics Students’ Learning Outcome Using Jarimatika Method For Primary School." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 1, no. 2 (August 20, 2018): 123. http://dx.doi.org/10.33578/jtlee.v1i2.5884.

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This study aims to implementation jarimatika method to promote students’mathematics leraning outcome for elementary school. This study was conductedin class third elementary schools. Design of this research was classroom actionresearch. Based on the results of mathematics learning students obtained data onthe initial score taken from the scores of the first semester Mathematics examstudents before the application of the Jarimatikaini method was 59.62 then thecycle I daily test increased by 13.63 to 73.42 with an increase percentage of22.80%. It can be concluded that the application of the Jarimatika method canimprove the results of third grade elementary school mathematics learning.

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Journal articles on the topic 'Primary school mathematics'

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