Elementary School Math Research Articles

Ethnomathematics: Primary School Mathematics Contents on Lio Traditional House at Waka Village in Ende NTT

This study aims to explore elementary school math concepts in traditional houses in Waka village, Ende, NTT. This research is a qualitative research with an ethnographic approach. The process of collecting data in this study was carried out by interview, observation and documentation. The results showed that the Waka traditional house was related to elementary school mathematics. Mathematical concepts found in traditional houses in Waga Village are dominated by the concepts of primitive geometric elements (such as points, lines, line segments, angles) and flat and space forms.

Exploring a Model to Develop Critical Reflective Thought Among Elementary School Math Preservice Teachers

This study focuses on the challenge of promoting significant mathematical discourse among preservice teachers. The study was conducted as part of an academic course that accompanies their practical training. Twenty-three math preservice teachers’ learning process was examined as a result of using an analytic model designed for discourse protocols’ analysis. Findings revealed that an active and dynamic process occurred, modifying teacher practice and developing critical reflective thinking among preservice teachers. The change occurred in two “ripples of influence”: (1) improving discourse to one promoting learning by demonstrating hypothetical scenarios and (2) perception of the role of teachers and class management.

Problem Based-Learning To Improve Mathematical Abilities In The Context Of Forming The Critical Thinking Character Of Elementary School Students

Problem-based learning math is forming children critical thinking in solving problems. Therefore, it can make children whose character so as to answer the question of educational quality improvement is expected in particular on education in elementary schools. The purpose of this research is to develop a problem-based learning math in elementary school. This study uses classroom action research approach. The results obtained in this study showed an increase in math skills of elementary school students Keywords: mathematical ability; students; Problem-Based Learning.

Preliminary Inquiry on Elementary School Mathematics Wisdom Class Evaluation System

Smart classrooms attach great importance to autonomy, investigation, thoughts, and diversity. Therefore, smart mathematics teaching is influenced by smart education claims that the teaching activities are carried out aided by information technology and advocates students solve problems through innovative cooperation learning. As a result, creating a student-oriented and teacher-directed teaching model highlights the student’s dominant position. The mathematics smart classroom evaluation in elementary school is an in-depth analysis of the pupil’s cognitive characteristics and wisdom class essence. This article actively explores the standards for teaching design and implementation through the evaluation of smart mathematics classrooms. It preliminarily draws up an evaluation scale to make the first-step explorations for future elementary school math smart classroom design.

小学校算数小テストのフィードバック動画を作成した教員養成系大学学部生の認識 ―教科基礎力・子ども理解力・学習指導力に着目して―

小学校算数小テストのフィードバック動画を作成した教員養成系大学学部生の認識 ―教科基礎力・子ども理解力・学習指導力に着目して―

초등 수학 교과서의 수학 용어 정의에 대한 독일어 ‘표현’의 의미에 따른 분석

In this study, the representations used in the definition of mathematical terms in elementary school math textbooks according to the 2015 revised curriculum were analyzed by type according to the meaning of German ‘representation'. The definition of 172 mathematical terms presented as learning elements in the curriculum was analyzed by classifying them into four types (darstellen, vorstellen, vertretten, and bedeuten) depending on the meaning of the German word ‘representation'. As a result, even mathematical terms with abstract meanings were often described in a specific direction or presented with examples. This is interpreted as an attempt to easily represent the concept in an easy and specific direction, taking into account the developmental stage of elementary school students. Therefore, it is necessary to understand the meaning of these representations and to help students understand them by accurately representing them in the appropriate direction according to the nature of each mathematical term.

Investigation of Pre-Service Teachers’ Tolerance Tendencies and Democratic Tendencies

The current study aims to investigate whether pre-service teachers’ tolerance tendencies and democratic tendencies vary significantly depending on gender and mother and father’s education level and the relationship between their tolerance tendencies and democratic tendencies. A total of 417 second-year students from the departments of Turkish teaching, social studies teaching, elementary school teacher training, pre-school teacher training, science teaching, elementary school math teaching, arts, music, psychological counselling and guidance, English teaching and German teaching participated in the current study. In the analysis of the collected data, frequencies, percentages, Mann Whitney U test, Kruskall Wallis test and correlation analysis were used. As a result of the analyses, the pre-service teachers’ tolerance tendencies were found to be very high. The female pre-service teachers’ tolerance tendencies were found to be higher than those of the male pre-service teachers. The pre-service teachers’ tolerance tendencies were found to be not varying significantly depending on mother and father’s education level. The pre-service teachers’ democratic tendencies were found to be higher than the medium level. The female pre-service teachers’ democratic tendencies were found to be higher than those of the male pre-service teachers. The pre-service teachers’ democratic tendencies were found to be not varying significantly depending on mother and father’s education level. A positive, medium and significant correlation was found between the pre-service teachers’ tolerance tendencies and democratic tendencies.

초등 수학 교과서의 수학 용어 정의에 사용된 표현의 비유 관점에서의 분석

In this study, the representations used in the definition of mathematical terms in elementary school math textbooks were analyzed from a metaphorical point of view. The definition representations of 172 mathematical terms presented in the curriculum were analyzed by type of metaphor and classified according to their nature of shared attributes, Pictorial representation, Analog/target abstraction, Extent of mapping, composition of the situation and type of figurative reference. The analysis showed that there were many parables that shared structural properties, metaphors using pictorial representations, concrete metaphors, enriched metaphors, and there were no references to ‘a metaphor' in the text. Although attempts have been made to easily express the concept according to the cognitive level of elementary school students, it is necessary to introduce several easy and concrete student-centered metaphors and to understand the concept of clearer mathematical terms by combining pictorial representations.

Neighborhood disadvantage and children’s cognitive skill trajectories

This study examined how neighborhood poverty is associated with children’s trajectories of growth in math and reading skills in early elementary school, and how these associations vary by student characteristics, using multilevel growth models with nationally representative data from the 2011 Early Childhood Longitudinal Study-Kindergarten Cohort. About one-quarter (25.6%) of children lived in communities of concentrated poverty. Findings suggest that achievement gaps by neighborhood disadvantage are large and present before Kindergarten, shrink during the Kindergarten year, but then widen the year following, and remain relatively consistent in the first years of elementary school. Growth in math skills appeared to vary more with neighborhood poverty than growth in reading skills. There was limited evidence that the relationship between neighborhood poverty and test score trajectories varied by child race, ethnicity, early education and Kindergarten experience, and parents’ immigration status, but growth differences across student characteristics were small. Policy and research implications are discussed.

Developmental dynamics between reading and math in elementary school.

Reading and math attainment develop during elementary grades. Questions remain, though, about the co-developmental nature of the relation between reading and math. This study examined dynamic, longitudinal pathways between reading and math in first through fourth grades. Participants of the study were 554 academically at-risk children (Mage at the first assessment point=6.57years; SD=0.38) from Texas Project Achieve. Children were assessed utilizing the Woodcock-Johnson-III reading and math measures. Results from dynamic bivariate latent change score models indicated unidirectional longitudinal coupling effects from reading to math. Specifically, average and high levels of reading performance were associated with subsequent gains in math growth, in particular for below average performing children in math. In contrast, low levels of reading performance had negligible or no amplifying influences on change in math growth. The nature of the dynamics was replicated even when controlling for nonverbal cognitive abilities. Results demonstrated that good reading skills pave the way for children to develop their math skills. Such findings underscore the importance of considering reading performance in treating math difficulties.

WAYS OF DEVELOPMENT OF ALGORITHMIC LITERAC

In the modern era of Cybernetics, future primary school teachers should use the algorithms they use in everyday life creatively in the educational process. When performing various exercises that are considered in elementary school math lessons, the future specialist must use explicit algorithms himself and correctly implement them when teaching students. In primary school mathematics, future teachers use implicit algorithms such as: an algorithm for solving various types of problems, algorithms for solving complex equations and expressions, an algorithm for constructing certain geometric shapes, an algorithm for using the Union and intersection of sets in solving problems, and an algorithm for performing tasks related to simple and geometric quantities. The article discusses the method of applying these algorithms and the ways of developing algorithmic literacy of future specialists.

The importance of mathematical tales in elementary school math classes

This article discusses the importance of using mathematical tales in math classes in elementary school and how to use them effectively. The article analyzes the importance of using mathematical tales in the mathematics lessons of primary school students and their effective application, as well as methods for creating some mathematical tales. One may find that it is more difficult to understand the world of ideal dreams in a person who has not been brought up in fairy tales. Thanks to fairy tales, the child begins to distinguish between real and unreal things. If in the past the game was a prerequisite for attracting students to learning, then you can implement the game for the entire learning process, mastering the elements of educational activity in the gaming environment., That is, a game based on the learning process becomes in essence a didactic tool.

Problem Based-Learning To Improve Mathematical Abilities In The Context Of Forming The Critical Thinking Character Of Elementary School Students

Problem-based learning math is forming children critical thinking in solving problems. Therefore, it can make children whose character so as to answer the question of educational quality improvement is expected in particular on education in elementary schools. The purpose of this research is to develop a problem-based learning math in elementary school. This study uses classroom action research approach. The results obtained in this study showed an increase in math skills of elementary school students

Trends for ‘wiskunde’ or ‘wiskunst’? the case of students’ problem solving on elementary math problem (a little practical review from ‘revisiting mathematics education’)

This paper is a little practical reflection of the idea proposed by Freudenthal in his book titled ‘Revisiting Mathematics Education’. Theoretically, a fundamental study of more philosophical mathematical meanings was discussed by Freudenthal through the terms ‘wiskunde’ and ‘wiskunst’. In essence, wiskunde means mathematics as an exact science, while wiskunst means an art in mathematics and science. Although there has been a lot of research that shows the success of RME in learning, the results of research that can contrast explicitly how the wiskunde and wiskunst phenomena work in the process of solving mathematical problems are still rarely found. This study aims to see the tendency of students towards the phenomenon of wiskunde or wiskunst in working on elementary math problems then describe the psychological factors and impacts that might be influential. This study used literature review and qualitative methods through the interview process for students who were given two elementary school math problems. Four out of forty students from fourth semester were chosen to be interview respondents to represent variations of the unique answers. Data analysis was carried out through a hermeneutic approach to student answers and interview transcripts. Research shows that the wiskunde phenomenon looks more dominant than wiskunst. This is thought to be related to the symptoms of psychological blockages of student’s college who are predominantly working on elementary math problems still using the very formal formulas, they should still be able to show a way of thinking like an elementary school kid. The impact of this wiskunde tendency indicates the ‘matherate’ of students who have become blunt. The contrast of wiskunde and wiskunst’s character and its reflection to the philosophy of education are discussed boldly in this paper.

Teachers’ belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students

Many students find math difficult, but those who are intrinsically motivated learn and do well even when they face obstacles. Here, we examine an environmental factor that might affect students' intrinsic motivation in math: namely, teachers' beliefs about success in math. Do teachers perceive elementary school math as a domain that requires an innate ability, and does this belief relate to students' intrinsic motivation in math? Our study explored these questions in a sample of 830 German fourth graders and their 56 teachers. Teachers reported stronger beliefs in the role of innate ability for math than for German language arts. In addition, the more teachers believed that math requires innate ability, the lower was the intrinsic motivation of their low-achieving students. These results suggest that teachers’ beliefs that math success depends on innate ability may be an important obstacle to creating a classroom atmosphere that fosters engagement and learning for all students.

Do Teachers' Beliefs About Math Aptitude and Brilliance Explain Gender Differences in Children's Math Ability Self-Concept?

The self-concept of ability in math in elementary school is an early predictor for future math-related choices and careers. Unfortunately, already at this early age girls report lower ability self-concepts in math than boys - despite their comparable performances in objective math competence tests. In the present study we focus on teachers’ beliefs as factors explaining these gender differences. Women’s underrepresentation in math and science in academia has recently been explained by the belief held by the environment that success in these domains requires an innate ability that cannot be taught (“brilliance”). In addition, teachers’ beliefs regarding their students’ mathematical aptitude have also been found to influence students’ self-concepts of ability. Here, we study if teachers’ beliefs regarding their students’ mathematical aptitude and brilliance beliefs may account for gender differences in elementary school students’ self-concept of ability in math and thus potentially contribute to entering the gendered path into math and science professions. In a sample of 830 fourth graders (M = 9.14 years old, 49% female) and 56 elementary school teachers from Germany, we assessed teachers’ beliefs regarding their students’ mathematical aptitude and their belief that children need brilliance to succeed in math as well as children’s mathematical ability self-concept and competencies. In line with prior research, boys reported a statistically significantly more positive math ability self-concept (d = 0.50), although boys and girls reached similar scores in a standardized math competence test (d = 0.07). However, multilevel regression analyses revealed that teachers’ math brilliance beliefs were not related to the gender gap in students’ ability self-concept in expense of girls whereas the gender gap was mediated by teachers’ beliefs about their students’ mathematical aptitude. These findings suggest that math brilliance beliefs held by important socializers such as teachers might not play a role in explaining gender differences in math-related motivation in elementary school whereas teachers’ beliefs about students’ math aptitude do. Results are discussed against the background of teacher expectancy effects, developmental changes in elementary school, and cultural differences.

초등교사의 수학 교수 내용 전문성 향상 연수 효과

In this study, a teacher training program was designed and analyzed for the purpose of improving the mathematics content knowledge expertise of elementary school teachers. Specifically, the basic program was focused on core contents of domains of the 1st~2nd grade of elementary school mathematics and on how to improve. In intermediate program was about discussion and progressive production on issues in teaching and learning where students' misconceptions or abstractions occur. We conducted basic and intermediate training programs for 474 elementary school teachers. As a result of the training, the participants improved their self-awareness about the specialization of mathematics content and produced excellent improvement method of elementary school math classes. In addition, participants' attitudes toward mathematics lessons and evaluations have changed through training, and they have expressed their will to develop professionalism in the future. Some implications were derived from the discussion based on the analysis of the results of the operation of these primary teachers' math content enhancement programs. First, we need to expand and push for training to improve the speciality of elementary teachers' mathematics content knowledge. Second, we can expand and operate this training program into a program that has strengthened cooperation with teachers and experts. Third, it is necessary to provide customized training programs for each teacher.

한․일 초등학교 수학 교사의 지도법에 대한 비교연구

The purpose of this study is to obtain measures to improve the Korean elementary school math classes. In order to improve the quality of the math class, it is necessary to check which part of the actual math class need to change. By comparing elementary school math classes focused on teacher's talk and mathematical norms in Korea and Japan, it is expected that we will be able to find solutions to improve math class in Korea. The conclusions of this study are as follows. Firstly, there was a difference between Korean and Japanese teachers in setting up assignments and making leaners understand ideas, which got from learner's talk. Secondly, the mathematical norms analysis introduced and considered some episodes in which the implications of class improvement could be obtained.

Student-Teacher Race Congruence: New Evidence and Insight From Tennessee

Our work aims to substantiate and extend earlier findings on the effects of student-teacher race matching on academic achievement using longitudinal data for students in Grades 3 through 8 in Tennessee. We examine heterogenous effects not only by racial subgroup and student preparedness, as explored in prior literature, but also by levels of teacher effectiveness, drawing on data from the state’s teacher evaluation system. We find that student-teacher race congruence does not have a significant overall effect on test scores. However, subgroup analyses reveal a positive, significant race-match effect in elementary school math. We observe meaningful effects for Black students in both reading and math, race-matched students in the bottom-most preparedness quartile in math, and race-matched students assigned to teachers in the middle two teacher performance quartiles in math. Our results align with prior findings, emphasizing that race-match effects transcend state borders. Findings support policy efforts to diversify the educator labor force.

The Math Teachers’ Self-Efficacy Beliefs about Classroom Management (A Case Study of Elementary Schools in Diyarbakir)

<p style="text-align:justify">This study aims to evaluate elementary school math teachers' self-efficacy beliefs about classroom management. With the aim of investigating elementary school math teachers' self-efficacy beliefs about classroom management, a classroom management self-efficacy scale was developed. The 5 point likert scale is composed of 46 items. The scale was applied to 142 math teachers working at elementary schools in Diyarbakir central district. Data were analyzed in terms of gender, seniority, classroom population and weekly course load. To analyze the data, t-test, one way variance analysis (ANOVA), Scheffe and LSD tests were used. The results showed that the math teachers have a positive self-efficacy belief of classroom management and that male teachers are better at maintaining discipline in class. In addition, the research shows that teachers with more experience are better at course design and classroom management and that classroom population has an effect on math teachers' self-efficacy beliefs about classroom management.</p>