Elementary Mathematics Teachers Research Articles

Index Card Match Boosts Math Learning by 84.2%

This study examines the effectiveness of the Index Card Match (ICM) learning model on fifth-grade mathematics education at SDIT Ainul Yaqin. Using a pre-experimental design, 20 students were selected through purposive sampling. Test sheets were used to measure learning outcomes, and data analysis included testing for normality and calculating N-Gain scores. The results showed a significant 84.2% improvement in mathematics learning outcomes, indicating the positive impact of the ICM model on student achievement. This research contributes to understanding innovative teaching methods' efficacy in enhancing elementary mathematics education. Highlight: Effective Math Learning: Evaluating Index Card Match model in fifth-grade math education. Pre-Experimental Design: Utilizing purposive sampling to assess teaching model impact. Notable Improvement: 84.2% increase in math learning outcomes observed. Keyword: Index Card Match, Mathematics Education, Elementary School, Learning Outcomes, Innovative Teaching Methods.

Improving mental arithmetic ability of primary school students with schema teaching method: An experimental study.

Skillful utilization of mental arithmetic can significantly improve students' mathematical computation ability. However, it was observed that primary school students often resort to reiterating the process of written arithmetic in their minds during mental arithmetic, which is not conducive to their numerical ability improvement. This paper devises a set of graphic teaching aids for primary school students' mental arithmetic improvement based on mental arithmetic strategies, schema theory, and working memory. To validate the effectiveness of schema teaching in enhancing mental arithmetic ability among primary school students, a controlled experiment was conducted with two groups of third-grade students randomly selected from a primary school in Jingshan City. The results, obtained through descriptive statistical analysis and the multitrait-multimethod approach (MTMM), indicated that the experimental group (n = 52) demonstrated significant improvements in speed, accuracy, and stability in mental addition and subtraction after a 14-day instruction period in schema teaching. This study offers a potent mental arithmetic teaching strategy for elementary mathematics education, which can lead to a comprehensive enhancement of students' mental calculation abilities. It also holds promise for inspiring innovative teaching methodologies in primary and secondary mathematics education in the future.

Validity evidence of the use of quantitative measures of students in elementary mathematics education

AbstractQuantitative measures in mathematics education have informed policies and practices for over a century. Thus, it is critical that such measures in mathematics education have sufficient validity evidence to improve mathematics experiences for students. This article provides a systematic review of the validity evidence related to measures used in elementary mathematics education. The review includes measures that focus on elementary students as the unit of analyses and attends to validity as defined by current conceptions of measurement. Findings suggest that one in ten measures in mathematics education include rigorous evidence to support intended uses. Recommendations are made to support mathematics education researchers to continue to take steps to improve validity evidence in the design and use of quantitative measures.

Development of Motion Graphics Video Based on CPA Approach to Enhance Elementary Students' Mathematical Creative Thinking Ability

It is important to develop the creative thinking ability of elementary school students so they can tackle the challenges of today’s world. This skill can be enhanced through learning activities at school, particularly in subjects like mathematics. This study aimed to create motion graphics video teaching materials based on the CPA approach to help improve students’ creative thinking abilities. The 4-D model was used to develop these materials, which involves defining, designing, developing, and disseminating the materials. The experts used teaching materials assessment sheets and test items to evaluate the effectiveness of the materials. The results showed that mathematics teaching materials using motion graphics video teaching based on the CPA approach were successful in improving students’ creative thinking skills. These teaching materials can be used in elementary mathematics education and for further research purposes.
 Keywords: CPA approach, mathematical creative thinking ability, motion graphics video.

Digital game-based learning in mathematics education at primary school level: A systematic literature review

In recent decades, digital game-based learning (DGBL) has become a trend among scholars and practitioners in many parts of the world. Therefore, there were some systematic literature reviews in the past few years conducted to identify the trends of DGBL research with diverse subjects and educational levels, however, there is a lack of review that focuses only on mathematics education at primary school levels. This study seeks to provide a comprehensive overview of DGBL research within the context of elementary mathematics learning. Using PRISMA (2020) flow diagram, this study identified 45 articles related to the topic during the period of 2006-2023. Papers were coded and analyzed by years, regions, elementary mathematics topics, research issues, outcomes, research approaches, research design, data collection tools, game genres, and gameplay mode. The results from this systematic review identified the trends in DGBL research related to elementary mathematics learning, highlighted gaps in existing literature, provided insights, and oriented future studies on the topic. The findings of the research reveal a pronounced interest among scholars in the content topics of elementary mathematics, highlighting the research issues that attract attention, the methodologies employed in studies, and the types of games and gaming modes frequently utilized for elementary school children. The article discusses the trends of DGBL within elementary mathematics education, offering in-depth analyses and identifying research gaps that could guide future directions.

국내 초⋅중등 수학교육에서 협력학습 연구에 관한 체계적 문헌 고찰

This study aims to conduct a systematic literature review on collaborative learning research in elementary and secondary mathematics education in Korea, explore various characteristics related to the research, and discuss areas for improvement. To achieve this, this study presents a protocol for analyzing research in mathematics education with a focus on collaboration and cooperation, following a systematic literature review methodology. Then analyze the selected studies based on the themes derived from the protocol. As a result of the systematic literature review, research characteristics on collaborative learning were categorized into eight main themes: keywords, small group composition methods, sampling methods, sample size, analysis methods, analytical frameworks, domains of educational goal, and collaborative mathematical competencies in collaborative learning. The research findings revealed several key points: First, many studies conducted at the various school grades and methodologies, help to understand various classroom environments that implement collaborative learning. Second, it was found that the researcher's subjective characteristics were largely reflected in the selection of the sample extraction method and sample size. Third, as the cognitive domain of collaborative learning mainly presents changes as results through pre- and post-academic achievement, in relation to mathematics subject competency, there have been many studies that have derived results in relation to collaborative mathematical problem solving.

Effective Strategies for Blended Teaching of Elementary School Mathematics Based on the Smart Education Platform

The continuous development of educational technology has made the smart education platform an important part of modern teaching and learning, especially in elementary school mathematics teaching, which continues to show great potential. Smart education platforms have been described as revolutionary tools that have dramatically changed traditional teaching and learning methods through integrated technologies such as artificial intelligence, big data analytics, and cloud computing, and these platforms not only provide rich and diverse teaching resources but also support personalized learning paths and interactive learning experiences, thus effectively improving teaching efficiency and learning quality. The integration of smart education platforms with traditional offline teaching not only meets the requirements of the reform of the teaching mode but also optimizes the learning process of students and improves the learning effect. Based on this, this paper elaborates on the effective strategies of blended teaching of elementary school mathematics based on the wisdom education platform from different perspectives.

From a teacher education course to upper elementary classrooms and back: Revealing innate abilities of children to do teachers' mathematics

One of the key ideas of the modern-day elementary mathematics teacher education deals with mediating learning by visual thinking to enable transition from seeing and acting on concrete objects to describing the visual and the physical through culturally accepted symbolic representations. This paper shares mathematical activities designed originally for teacher candidates and used with students in upper elementary classrooms at a school in Upstate New York with minority student enrollment 97%. Because successful use of conceptual thinking by young students does have positive impact on their future teachers, connection of work in the school to a master’s level elementary mathematics education course taught by the authors is discussed. It is shown how using a spreadsheet and Wolfram Alpha allows for the research-like extension of the activities to the secondary level of mathematics education.

Investigating problem-solving behaviours of university students through an eye-tracking system using GeoGebra in geometry: A case study

AbstractProblem solving is one of the high-level thinking skills and essential in teaching mathematical concepts and procedures. The eye-tracking method allows educators to see and interpret different problem-solving behaviours of students. The purpose of this study was to investigate the problem-solving behaviours of university students based on eye tracking statistics when faced with a geometry problem, and to explain these behaviours in terms of the students' success and learning styles. The research design was a case study approach that combined quantitative and qualitative data. Eight first-year students from the department of elementary mathematics education in a private University, Turkey, participated in this study. They were asked to solve a specific geometry question using the GeoGebra software. While solving this question, their eye movements were recorded and analysed using an eye-tracking program. Results were analysed to investigate their problem-solving skills and behaviours based on Polya’s mathematical problem-solving stages. Results of the study suggest that the effort devoted to the understanding and planning stages of problem-solving are important factors that contribute to success in this case. Results also revealed that participated students with a converger learning style were more successful in each step of the problem-solving process. Additionally, it could be concluded that the input area had only been used by converger students, indicating that they devoted time and effort to creating and trying formulas.

Problem Posing and Quantitative Reasoning Opportunities Provided by Mathematics Textbooks for Pre-service Elementary Teachers: A Qualitative Document Analysis

ABSTRACT This qualitative document analysis study reports on opportunities to learn provided by textbooks for mathematics content courses for pre-service elementary teachers. Specifically, the study examined opportunities to engage in problem posing and quantitative reasoning, in the context of fractions, provided by six textbooks commonly used in the teaching of content knowledge courses for pre-service elementary mathematics teachers in the United States. Among other things, this examination revealed two key findings. First, all the textbooks provide numerous opportunities that could potentially trigger students’ quantitative reasoning. This is commendable, and a positive response to growing calls to increase such opportunities in mathematics education. Second, there is a paucity of opportunities to engage in problem posing in all the textbooks. Given the numerous benefits of using problem posing in the teaching and learning of mathematics, we recommend that authors of textbooks for mathematics content courses for pre-service elementary teachers provide more opportunities to engage in problem posing in their textbooks. We argue that the act of problem posing requires significant quantitative reasoning, and thus problem posing provides the opportunity for students to develop such reasoning. Implications for instruction and directions for future research are discussed.

PENGGUNAAN PERMAINAN KARET GELANG DALAM PEMBELAJARAN MATEMATIKA REALISTIK MATERI BILANGAN

The purpose of this research is to determine the usefulness and effectiveness of real rubber band games for students in learning realistic mathematics with number material which is carried out on students in class 1 of elementary school or phase A at SD NEGERI 3 SIDIGEDE WELAHAN JEPARA, totaling 15 students so that they can learn mathematics. fun for students. The method used in the research is a qualitative descriptive method using observation and interviews as well as photo and video documentation techniques. The results of the research show that the use of rubber band games can be an effective method in helping grade 1 students to understand mathematical concepts, especially numbers and understanding addition and subtraction, in a fun and interactive way. The findings of the study indicate that the incorporation of rubber band games proves to be a highly effective educational approach for first-grade students. The games contribute significantly to the students' comprehension of mathematical concepts, with a specific emphasis on numbers, as well as fostering a deeper understanding of addition and subtraction operations. The interactive and enjoyable nature of the games ensures an engaging learning experience, demonstrating the potential of real rubber band games as a valuable method in elementary mathematics education.

Pathways from cognitive flexibility to academic achievement: mediating roles of critical thinking disposition and mathematics anxiety

The purpose of this study is to examine the mediating roles of critical thinking disposition and mathematics anxiety between cognitive flexibility and academic achievement. A cross-sectional study was held to observe and compare path coefficients among latent and observed variables across 662 university students studying elementary mathematics education. In concur with grade point average scores, Cognitive Flexibility Scale, UF/EMI Critical Thinking Disposition Instrument and Math Anxiety-Apprehension Survey scores were utilized for structural equation modeling analyses. The results of this study indicated that freshman students experience the greatest impact from cognitive flexibility on academic achievement, while sophomores experience the least impact. Additionally, with the exception of the model for sophomore students, the mediating effects of the critical thinking disposition between cognitive flexibility and academic achievement were positive and statistically significant. Additionally, none of the models’ estimations of how mathematics anxiety would mediate between cognitive flexibility and academic achievement were statistically significant. Last but not least, for junior students only positive and statistically significant mediating effects of critical thinking disposition and mathematics anxiety between cognitive flexibility and academic achievement were found. This study put forth evidence to investigate cognitive flexibility, critical thinking disposition and math anxiety in higher education and to show the total, direct and mediating effects on academic achievement.

Reflections from the Experiences of Elementary Mathematics Teaching Undergraduate Students within the scope of Mathematicians Who Left a Mark on History Project: A Project of CSP Course

This study aimed to examine the experiences of the second year undergraduate students of Elementary Mathematics Teaching (EMT) within the scope of the Mathematicians Who Left a Mark in History (MWLMH) Project carried out within the scope of the Community Service Practices (THU) course. The case study method, one of the qualitative research designs, was used in the study. The participants of the research consist of 14 undergraduate students studying in the second year of the EMT program of a state university in the Western Black Sea region in the spring semester of the 2021-2022 academic year. The data of the research were obtained from the reflective diaries that the students kept regularly every week from the beginning to the end of the project process, and from the focus group interviews held with the students after the process was over. The obtained data were subjected to content analysis. As a result of the research; it has been determined that the MWLMH project contributes to PEMT undergraduate students in different aspects such as gaining teaching experience, experiencing designing materials and how to integrate MH into lessons and strengthening their communication skills. In addition, EMT undergraduate students were determined mostly pre-service teacher-related challenges as designing materials, also administrator-related challenges as being unwilling/indifferent. Lastly, EMT students emphasized that the activities/materials they developed were useful, interesting and entertaining for students and contributed to their awareness towards MH. Based on the results of the research, various recommendations were provided.

Metaphorical Perceptions of Preservice Teachers Enrolled in Different Departments About the Concept of “Art”: The Case of Bartın University, Faculty of Education

The purpose of this study is to identify, using metaphors, the perceptions of preservice teachers, who study in different departments at the Faculty of Education of Bartın University, about the concept of “art”. The study is based on the case study model, which is one of the qualitative research methods, and the study group consists of 198 preservice teachers who are enrolled in the programs of Turkish Language Education, Social Sciences Education, Psychological Counselling and Guidance (PCG), Science Education, Elementary Mathematics Education, Foreign Language Education, and Primary Education at Bartın University, Faculty of Education. The research data were obtained through the “Art Metaphor Survey Form” and analysed using the content analysis method.
 Based on the research results, the metaphors for the concept of art were grouped under 9 categories including “art as born and enhanced under difficulties and pressure”, “art as a complex structure”, “art as the fruits of labour”, “art as reflective and expressive”, “art as relaxing”, “art as immersive”, “art as a vital need”, “art as liberating” and “art as radiant and supportive”. The results also revealed that preservice teachers enrolled in different programs interpreted art considering different semantic properties. In this context, it was observed that preservice teachers in Turkish Language and Social Sciences Education Programs mainly described art as “liberating”, those in PCG as “reflective and expressive”, those in Science Education as “relaxing”, and those in Elementary Mathematics Education as “a vital need”. On the other hand, preservice teachers in Foreign Language Education Program focused on two different categories and described art as “complex” and “reflective and expressive”, whereas those in Primary Education mostly characterised art as “reflective and expressive”.

On the Infiltration of Algebraic Thinking in Elementary Mathematics Teaching

On the Infiltration of Algebraic Thinking in Elementary Mathematics Teaching

Negotiating Inherent Asymmetries of Co-Design: A Case of Integrative Elementary Mathematics and Computer Science Instruction

Collaborative design, or “co-design”, is a term that has gained popularity in educational research and design communities, including those working with K-12 educators. While more groups are identifying with and pursuing co-design, much remains to be understood about how to structure the work within given different constraints, circumstances, and resources available to different parties. We propose understanding co-design as having inherent asymmetries and that structuring co-design work patterns involves negotiation of those asymmetries. Through a case of an elementary computer science and math integration research-practice partnership, we share ways that those asymmetries are both intentionally softened and leveraged at different times.

The impact of treasure hunt games on learning outcomes in time measurement

Background: Educational games are increasingly recognized as effective teaching tools, especially in elementary education. This study focuses on the application of a treasure hunt game in teaching mathematics, specifically time measurement concepts, to second-grade students at SD Islam PB Soedirman, Cijantung, East Jakarta.Aim: The primary aim of this research was to assess the impact of the treasure hunt game on the improvement of mathematical learning outcomes among the students.Method: This research adopted a quantitative experimental approach with a Post-test Only Control Group design. The sample consisted of 50 second-grade students divided into two groups: an experimental group (2D) and a control group (2G), each with 25 students. The experimental group was taught using the treasure hunt game, while the control group did not receive any special intervention. Data collection was conducted through observation and objective testing with 13 multiple-choice questions that had been validated. Data analysis was performed using SPSS for testing validity and reliability, as well as for prerequisite and hypothesis testing.Results: The prerequisite test results indicated that the data were homogenous and valid. The hypothesis testing, conducted using a paired t-test, showed a significant value of 0.003 (p < 0.05), indicating a significant difference between the experimental and control groups.Conclusion: Based on the findings, it can be concluded that the treasure hunt game significantly influences the improvement of mathematical learning outcomes in time measurement for second-grade students. This suggests the effectiveness of game-based learning methods in the context of elementary mathematics education.

Subject, functionality and level of proofs preferred by pre-service elementary mathematics teachers

This study examined the subject(s) that elementary mathematics teacher candidates find most suitable for proving in analysis courses, the functional structure of proof they remember most, the level of proof, and the reasons for preferring this proof. For this reason, this research aims to reveal the pre-service teachers' preferences for proof in analysis courses, the proof they keep in mind the most and its functional structure, their level of proof, and their views on proof relationally and holistically. In this study, which was conducted with a qualitative research approach, a form consisting of open-ended questions was applied to teacher candidates. In this form, teacher candidates were asked various questions about the mathematical proofs they made. With descriptive analysis, the answers of the pre-service teachers who participated in the research were systematically defined, and data were tried to be defined through content analysis. Accordingly, while the subject that the pre-service teachers found the most appropriate application of the proof approach to be the subject of trigonometry, it was determined that the proof that remained in their minds the most was also related to the subject of trigonometry. By examining the functional structure of these proofs written by pre-service teachers, it has been seen that they have the function of explanation and systematization. In addition, the reasons for preferring the proof they made were asked of the pre-service teachers, and the answers were gathered on the fact that proof provides the most permanence and causal learning. It was emphasized that theorems that require formula memorization generally become more understandable with the proof method. According to the results of the research, it is stated that the common opinion of the prospective teachers is that teaching how to obtain the proof method of formulas in trigonometry, instead of memorizing them, is beneficial in ensuring both meaningful and permanent learning. In light of the findings of these studies, more sensible suggestions can be made to improve pre-service teachers' knowledge systems and classroom teaching on proof. By determining which topics and theorems students have difficulty in proving in addition to trigonometry, additional learning on these subjects can be recommended.

Öğretmen Adaylarının STEM Motivasyonlarının ve Girişimcilik Seviyelerinin Araştırılması

The purpose of the current research was to highlight the STEM motivation and entrepreneurship skills of pre-service teachers educating on different programs. For this purpose, the quantitative research approach was conducted, and a survey model was employed. The sample of this research comprised 285 pre-service teachers enrolled in the various departments of faculty of education in a state university in Türkiye. "Entrepreneurship Scale for Teacher Candidates" and "STEM Motivation Scale" were utilized as data collection tools. It was found statistically significant differences between early childhood education and elementary mathematics education, between elementary education and elementary mathematics education, and also between science and elementary mathematics education in favour of elementary mathematics education regarding the mean scores of pre-service teachers' mathematical motivation (MM) in the significance level of .05. It was also found that there was a significant difference between elementary education and elementary mathematics education in favour of elementary education regarding the mean scores of pre-service teachers' self-confidence (SC) in the significance level of .05 in Entrepreneurship Scale for Pre-service Teachers. Also, it was found that there was a significant difference between elementary education and elementary mathematics education in favour of elementary education regarding the mean scores of students' emotional intelligence (EI) in the significance level of .05 on the Entrepreneurship Scale for Teacher Candidates. According to the results, further implementation suggestions were given.

Pre-service Elementary Mathematics Teachers’ Planning Processes of Mathematical Modeling Practices

Bu çalışmada, ortaokul matematik öğretmen adaylarının ders imecesi boyunca matematiksel modelleme öğretiminde öğretmen yeterliklerinden biri olan öğretme boyutunda yer alan matematiksel modelleme problemleriyle uygulamayı planlama süreçlerindeki değişimin incelenmesi amaçlanmıştır. Nitel bir durum çalışması olan araştırma, teorik eğitim ve uygulama olmak üzere iki boyutta gerçekleştirilmiştir. Matematiksel modelleme ile ilgili teorik eğitim alan öğretmen adayları iki farklı matematiksel modelleme problemi için uygulama planı hazırlamış ve bu planlarını sınıf ortamında hayata geçirmişlerdir. Planlama süreçlerinden elde edilen veriler nitel veri analiz yöntemleri kullanılarak analiz edilmiştir. Elde edilen bulgular, ders imecesi modelinin, öğretmen adaylarının matematiksel modelleme problemleriyle uygulama planlama süreçlerine önemli katkılarının olduğunu göstermiştir. Öğretmen adaylarının ayrıntılı planlama süreçlerinden geçtikleri ve planlarında benzerliklerin yanı sıra önemli farklılıkların olduğu görülmüştür.