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Artykuły w czasopismach na temat "Primary school mathematics"
Rа’nоxоn, Shаrоfutdinоvа, Ahmedbekova Mahpuza, Аhrоrjоn Rаhmаtjоnzоdа i Xursanova Zilola. "ATTITUDE TO MATHEMATICS IN PRIMARY SCHOOL STUDENTS". European International Journal of Multidisciplinary Research and Management Studies 02, nr 11 (1.11.2022): 208–12. http://dx.doi.org/10.55640/eijmrms-02-11-47.
Pełny tekst źródłaArehbay, Berik, Nai-Qing Song i Sayat Ibraimov. "Some aspects of effective mathematics lessons in primary school". International Journal of Academic Research 5, nr 6 (10.12.2013): 216–19. http://dx.doi.org/10.7813/2075-4124.2013/5-6/a.27.
Pełny tekst źródłaEric, Chan Chun Ming, Wanty Widjaja i Ng Kit Ee Dawn. "Exemplifying a Model-Eliciting Task for Primary School Pupils". Southeast Asian Mathematics Education Journal 1, nr 1 (28.11.2011): 65–74. http://dx.doi.org/10.46517/seamej.v1i1.11.
Pełny tekst źródłaA, Pius, P. Agashi i Stephen Yusuf. "THE ROLE OF COMPUTER GAMES IN ENHANCING PRIMARY SCHOOL STUDENTS ATTITUDE TOWARDS MATHEMATICS". International Journal of Advanced Research 9, nr 10 (31.10.2021): 1093–99. http://dx.doi.org/10.21474/ijar01/13655.
Pełny tekst źródłaTÂRNOVEANU, Mirela, i Monica PURCARU. "CONSIDERATIONS UPON THE METHODS OF TEACHING MATHEMATICS IN PRIMARY SCHOOL". SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 19, nr 2 (31.07.2017): 189–94. http://dx.doi.org/10.19062/2247-3173.2017.19.2.27.
Pełny tekst źródłaNugraha, Trisna, M. Maulana i Palupi Mutiasih. "Sundanese Ethnomathematics Context in Primary School Learning". Mimbar Sekolah Dasar 7, nr 1 (30.04.2020): 93–105. http://dx.doi.org/10.17509/mimbar-sd.v7i1.22452.
Pełny tekst źródłaDuffin, Janet. "Mathematics and the Primary School". Mathematical Gazette 70, nr 454 (grudzień 1986): 312. http://dx.doi.org/10.2307/3616204.
Pełny tekst źródłaVragović, Anica, i Irena Klasnić. "DO PRIMARY SCHOOL STUDENTS LIKE MATHEMATICS?" SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (28.05.2021): 624–34. http://dx.doi.org/10.17770/sie2021vol2.6158.
Pełny tekst źródłaTefera, Anteneh, Mulugeta Atnafu i 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, nr 1 (1.03.2021): 77–99. http://dx.doi.org/10.53656/nat2021-1.05.
Pełny tekst źródłaK., Imasuen, i 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, nr 3 (11.09.2022): 43–53. http://dx.doi.org/10.52589/ajmss-qdkjajvf.
Pełny tekst źródłaRozprawy doktorskie na temat "Primary school mathematics"
Finlayson, Helen M. "LOGO, mathematics and upper primary school children". Thesis, University of Edinburgh, 1986. http://hdl.handle.net/1842/6629.
Pełny tekst źródłaGottardis, 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.
Pełny tekst źródłaSangster, 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.
Pełny tekst źródłaHodgen, 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.
Pełny tekst źródłaBibby, 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.
Pełny tekst źródłaRoos, 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.
Pełny tekst źródłaThomson, Stephanie Louisa. "A configurational analysis of parental involvement in primary school mathematics". Thesis, Durham University, 2012. http://etheses.dur.ac.uk/3432/.
Pełny tekst źródłaLeung, Hei Pak, i 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.
Pełny tekst źródłaBiccard, Piera. "The didactisation practices in primary school mathematics teachers through modelling". Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85598.
Pełny tekst źródłaENGLISH 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.
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.
Pełny tekst źródłaKsiążki na temat "Primary school mathematics"
Mathematics in the primary school. London, Eng: Routledge, 1991.
Znajdź pełny tekst źródłaTony, Brown. Coordinating Mathematics Across the Primary School. London: Taylor & Francis Inc, 2004.
Znajdź pełny tekst źródłaCanterbury Christ Church University College. Primary Mathematics Team., red. Teaching mathematics in the primary school. London: Continuum, 2005.
Znajdź pełny tekst źródłaCoordinating mathematics across the primary school. London: Falmer Press, 1998.
Znajdź pełny tekst źródłaBeloshistaya, Anna. Mathematics in primary school: teaching methods. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1070170.
Pełny tekst źródłaTan, Winnie. Earlybird pre-school mathematics. Singapore: Earlybird Books, 2000.
Znajdź pełny tekst źródłaLyons, Úna M. Regrouping for Mathematics in the Primary School. Dublin: University College Dublin, 1999.
Znajdź pełny tekst źródła1956-, Winter Jan, red. Improving primary mathematics: Linking home and school. New York: Routledge, 2009.
Znajdź pełny tekst źródłaHowson, Geoffrey. Primary school mathematics textbooks: An international study summary. London: QCA, 1999.
Znajdź pełny tekst źródłaSangster, Margaret. An exploration of pattern in primary school mathematics. [Guildford]: University of Surrey, 1999.
Znajdź pełny tekst źródłaCzęści książek na temat "Primary school mathematics"
King, Hazel, Gina Donaldson i Sonia Tomlinson. "Mentoring for mathematics". W Mentoring Teachers in the Primary School, 158–70. Abingdon, Oxon; New York: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429424199-17.
Pełny tekst źródłaBoylan, Mark, i Vivien Townsend. "Understanding Mastery in Primary Mathematics". W 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.
Pełny tekst źródłaFerrarello, Daniela. "Graphs in Primary School: Playing with Technology". W Mathematics and Technology, 143–69. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51380-5_8.
Pełny tekst źródłaBatanero, Carmen, Pedro Arteaga, Luis Serrano i Blanca Ruiz. "Prospective Primary School Teachers’ Perception of Randomness". W Advances in Mathematics Education, 345–66. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7155-0_19.
Pełny tekst źródłaWard, Hellen. "Mentoring for science, technology, engineering and mathematics (STEM)". W Mentoring Teachers in the Primary School, 198–207. Abingdon, Oxon; New York: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429424199-20.
Pełny tekst źródłaTian, Huisheng, i Zhichang Sun. "Mathematics Assessment Report". W 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.
Pełny tekst źródłaGrigg, Russell. "Challenges and best practices in English, mathematics, and science". W Becoming an Outstanding Primary School Teacher, 142–70. Wyd. 3. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003138396-7.
Pełny tekst źródłaPalmér, Hanna. "Primary School Teachers’ Image of a Mathematics Teacher". W 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.
Pełny tekst źródła"Mathematics at school". W Improving Primary Mathematics, 16–28. Routledge, 2009. http://dx.doi.org/10.4324/9780203015131-8.
Pełny tekst źródła"Mathematics". W STEM Education in the Primary School, 91–106. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108868488.005.
Pełny tekst źródłaStreszczenia konferencji na temat "Primary school mathematics"
Nurmasari, Linda, Budiyono, Joko Nurkamto i Murni Ramli. "Mathematical literacy profile of primary school students". W INTERNATIONAL CONFERENCE OF MATHEMATICS AND MATHEMATICS EDUCATION (I-CMME) 2021. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0116799.
Pełny tekst źródłaYuliandari, Ria Norfika, i Dian Mustika Anggraini. "Teaching for Understanding Mathematics in Primary School". W 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.
Pełny tekst źródłaVoronina, Ludmila Valentinovna. "EDUCATION OF PRIMARY SCHOOL CHILDREN IN TEACHING MATHEMATICS". W Воспитание как стратегический национальный приоритет. Екатеринбург: Уральский государственный педагогический университет, 2021. http://dx.doi.org/10.26170/kvnp-2021-01-15.
Pełny tekst źródłaGoncharova, N. V., i V. A. Bakhmat. "Types of homework in mathematics in primary school". W ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2019. http://dx.doi.org/10.18411/lj-03-2019-107.
Pełny tekst źródłaSakinah Nuraini, Ni Luh, Puri Selfi Cholifah i Wisnu Cahyo Laksono. "Mathematics Errors in Elementary School: A Meta-Synthesis Study". W 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.
Pełny tekst źródłaCampos, Helena, i Ana Carolina Pires. "STORIES WITH MATHEMATICS: A TEACHING EXPERIENCE IN PRIMARY SCHOOL". W 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2075.
Pełny tekst źródłaWang, Xiangling. "The Combination of Microcourse and Primary School Mathematics Teaching". W 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.
Pełny tekst źródłaMartín Maldonado, Jose Luis, i Maria del Mar Lopez Martin. "A STUDY ABOUT ATTITUDES TO MATHEMATICS IN PRIMARY SCHOOL". W International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0698.
Pełny tekst źródłaLiu, Ruixue, Chu Liu i Youqun Ren. "A Virtual Reality Application for Primary School Mathematics Class". W 2018 International Symposium on Educational Technology (ISET). IEEE, 2018. http://dx.doi.org/10.1109/iset.2018.00038.
Pełny tekst źródłaSjöberg, Christer, Jalal Nouri, Rosmarie Sjöberg, Eva Norén i Lechen Zhang. "TEACHING AND LEARNING MATHEMATICS IN PRIMARY SCHOOL THROUGH SCRATCH". W 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1359.
Pełny tekst źródłaRaporty organizacyjne na temat "Primary school mathematics"
Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, kwiecień 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.
Pełny tekst źródłaÁlvarez Marinelli, Horacio, Samuel Berlinski i Matías Busso. Research Insights: Can Struggling Primary School Readers Improve Their Reading through Targeted Remedial Interventions? Inter-American Development Bank, listopad 2020. http://dx.doi.org/10.18235/0002863.
Pełny tekst źródłaSchoen, Robert C., Christopher Rhoads, Alexandra Lane Perez, Amanda M. Tazaz i Walter G. Secada. Impact of Cognitively Guided Instruction on Elementary School Mathematics Achievement: Five Years After the Initial Opportunity. Florida State University Library, luty 2022. http://dx.doi.org/10.33009/fsu.1653430141.
Pełny tekst źródłaTiruneh, Dawit, Ricardo Sabates, Caine Rolleston i John Hoddinott. Trends in Mathematics Learning in Ethiopia: 2012-2019. Research on Improving Systems of Education (RISE), wrzesień 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/045.
Pełny tekst źródłaTiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates i Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), maj 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.
Pełny tekst źródłaSowa, Patience, Rachel Jordan, Wendi Ralaingita i Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, maj 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.
Pełny tekst źródłaGoncharenko, Tatiana, Nataliia Yermakova-Cherchenko i Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], listopad 2020. http://dx.doi.org/10.31812/123456789/4468.
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