Primary School Mathematics Research Articles

Implementation of Single National Curriculum Mathematics 2020 Intended and Enacted Determinants Perspective at Primary Level in Punjab

The current study was framed to determine the gap between intended and enacted single national mathematics curriculum implementation determinants instructional material, teaching methods, formative assessment, and teachers’ professional development. The nature of the study was quantitative descriptive based on the survey method. Single National Curriculum of Mathematics Implementation Questionnaire for Teachers (SNCMIQT) was developed for data collection from public primary school mathematics teachers. Content validity of SNCMIQT was ensured by five curriculum education experts and reliability was calculated employing Cronbach’s Alpha score; .918, and used to collect the data from the sample of 230 teachers selected through a simple random sampling technique. The collected data were analyzed by applying descriptive and inferential statistics. The study results revealed that 82% of mathematics curriculum determinants were implemented and an 18% gap existed regarding SNC mathematics. The results further, showed that 78% of instructional materials were in use and a 22% gap existed regarding instructional materials. The results declared that 78% of teaching methods were used according to the SNC and a 22% gap existed in teaching methods. The results declared that 87% of formative assessment techniques were in use, while a 13% gap existed regarding the usage of formative assessment. The results revealed that 87% of teachers were provided with teacher training, while 13% were not provided with teacher training, furthermore, results declared no significant difference between locale curriculum implementation determinants. Based on the results of the study, it was recommended that the government provide funds for mathematics instructional materials; learning labs, teaching kits, and learning gadgets for the mathematics curriculum. The education department and head teachers ensured the implementation of curriculum-based teaching methods and formative assessment strategies. Teachers training institutions may provide mathematics curriculum-based teachers training on the usage of instructional materials, teaching methods, and assessment. Head teachers may bind teachers in using instructional materials, teaching methods, and formative assessment techniques for effective SNC mathematics curriculum implementation.

The effect of distance education practices during the COVID-19 pandemic on mathematics and geometry teaching

With the research discussed here I aimed to examine the effect of the COVID-19 pandemic on primary school mathematics teaching processes and specifically the teaching process of 1st-grade geometric shapes. A holistic multiple case study design was used in this qualitative research. The participants were primary school teachers who have taught both processes and geometric shapes in 1st grade primary school and were selected using purposive sampling. Semi-structured interviews based on an interview form developed by me was used as data collection instrument. In this form, questions about the 4 skills in the programme related to geometry were included. Lesson content, materials, and content related to the method of expression related to each skill were examined comparatively during and before the COVID-19 pandemic. Semi structured interviews during which the questions on the form were asked, were conducted with participating teachers. The content analysis technique was used to analyse the obtained data. The results of the analysis show that the transition to online education during the COVID-19 pandemic had serious consequences. Positive and negative effects were found in both primary school mathematics teaching process and the teaching process of geometric shapes in the 1st grade.

Research on the Strategy of Applying Mixed Teaching Mode to Primary School Mathematics Teaching

With the rapid development of science and technology in today's society, great changes have taken place in all aspects of human life. The education industry has also been continuously innovated under the impetus of information technology. The rise of network information technology has significantly improved the transmission amount and efficiency of knowledge, breaking the time-space boundary of education and teaching. It provides abundant educational resources and more convenient educational methods for education and teaching, which has a certain impact on the traditional educational methods. Driven by science and technology, the application of blended teaching mode is born, which is a new teaching method produced with the development of network information technology. The combination of online teaching and offline teaching is a revolution to the traditional teaching method. Under this background, primary school mathematics teaching must change the traditional teaching methods, take moral education as the fundamental task, and give full play to the important role of primary school mathematics curriculum in cultivating students' innovative ability and creative spirit. Combined with the attributes of mathematics subject and the practice of primary school mathematics teaching, the mixed teaching mode provides a new idea for primary school mathematics teaching, which is of great significance to the implementation and development of primary school mathematics teaching.

Financial Education in Malaysian Primary Schools Curriculum

Statistics from the Insolvency Department of Malaysia (IDM), (2020) have stated that a total of 84,805 individuals have been declared bankrupt in the five years from 2015 to December 2019. Malaysian Ministry of Education (MOE) is responsible for developing young people who are financially literate and smart in managing personal finances through the Strategy initiative National Financial Literacy 2019-2023. In line with efforts to instill good values from a young age, MOE has integrated elements of Financial Education in the school curriculum gradually, systematically, and comprehensively since 2014. Financial Education contents were explicitly written in primary school Mathematics Standard-Based Curriculum and Assessment Document (DSKP).

Bloglator in the era of social media: a case study of the reports about the ‘tragically ugly’ math textbooks on What’s on Weibo

ABSTRACT While extensive research exists on blogs, news-related blog translation has been relatively unexplored. This study delves into the realm of news-related blog translation through the case of What’s on Weibo (hereafter WoW), an independent English-language news-related website that reports trending topics on Weibo. Given the unique nature of blog translation, the term bloglator is proposed to refer to a blog translator. By analyzing the reports related to the controversial Chinese primary school mathematics textbooks, this paper examines WoW’s criteria for content selection, the characteristics of the reports, and the role a bloglator plays within the news ecosystem. The research findings reveal that there are both similarities and differences between a bloglator and a journalator, and a bloglator may employ a variety of translation methods and assume an important role in the news ecosystem in this era of social media.

The Flipped Classroom Model in Teaching the Primary School Mathematics Teaching Methods Course for Primary Education Students at Tan Trao University

Teaching according to the “flipped classroom” model is one of the blended learning methods. In this article, we discuss some research results from authors both domestically and internationally on the flipped classroom model, thereby proposing a process and implementation of organizing teaching according to this model in teaching the primary school mathematics teaching methods course for Primary Education students at Tan Trao University. Applying the “flipped classroom” model in online teaching contributes to: 1/ fostering active engagement and interest in learning for students; 2/ innovating teaching methods, enhancing learning effectiveness, and fostering the development of critical thinking and other skills for students.

Didactical Materials Customizable to Suit Classroom Needs: A Valuable Resource for Teachers

Can free, adaptable, and didactically validated materials have an impact on teachers’ practices and competences? This issue has been focused on by the researchers working on the MaMa—Matematica per la scuola elementare (MaMa—Mathematics for the primary school) project, commissioned by the Dipartimento dell’educazione, della cultura e dello sport (Department of education, culture and sport) of the Canton of Ticino (Switzerland). Since 2019, this project has been aiming to create materials for teaching and learning mathematics in primary school, in line with the curriculum. The innovative MaMa materials, which can be freely downloaded via the mama.edu.ti.ch platform, are addressed to both teachers and learners. In many cases, they are editable, so that they can be customized by each user to suit the different teaching contexts and pupils’ learning needs and be grouped into collections. Via the administration and analysis of a questionnaire, this article investigates how teachers use the materials, and whether they influence teachers’ practices and competences. The results of this pilot study show that MaMa materials are perceived from teacher–users as “materials for teacher education and development”, especially at the disciplinary level, supporting both the instructional design process and the appropriation/transformation of didactical resources to deal with the challenges of differentiation in the classrooms.

Case study Based on Ogane's Problem-solving Process

In the 1980s, there were problems in the teaching of problem-solving in mathematics in the former Soviet Union, such as formulaic solutions and a lack of emphasis on teaching mathematical thinking. Therefore, Oganesian believes that in the traditional education system and in a large number of mathematical teaching practices, the role of mathematical exercises in developing students' mathematical level is limited. Mathematical exercises are difficult to test students' other aspects of mathematical development and ideological education factors. Introducing new teaching models is an urgent need for teaching mathematical problem-solving. Based on this, Oganesian proposed four steps for solving problems in his book "Teaching Methods for Primary and Secondary School Mathematics": understanding the problem conditions-developing a solution plan - implementing the solution plan - researching the obtained solutions. The article takes the "theorem for determining the perpendicularity of a straight line to a plane" in mathematics as an example, and analyzes its application based on the process of solving problems using the Oganesian method. By introducing mathematical problems into the Oganesian phase problem-solving process, gradually solving problems, delving into the vertical relationship between lines and planes, and analyzing their significance and role in practical applications. Assist students in cultivating thinking methods and problem-solving strategies for mathematical problem-solving systems, guide them to solve mathematical problems more deeply and accurately, enhance the problem-solving ability of mathematical learners, and optimize their thinking logic.

Hierarchical Design Optimization Strategy of Primary School Mathematics Homework from the Perspective of Core Literacy

Homework is the extension and expansion of classroom teaching, it is inextricably linked with teaching and evaluation, and plays an irreplaceable role in consolidating, expanding, evaluating and reflecting on teachers' teaching and students' learning. The "double reduction" policy requires reducing the heavy homework burden of students, and emphasizes improving the quality of homework design and encouraging the layout of hierarchical, flexible and personalized homework. In view of some problems existing in assignment design, this paper studies hierarchical assignment design strategies from the aspects of level, form and evaluation, so as to make assignment more scientific and reasonable, truly reduce the burden for students, and promote the overall development of students.

Knowledge-Building in Classroom: A Multimodal Semantic Wave Model

The generation of meaning in discourse is regarded as the process of knowledge-building, which can be analyzed by semantic waves. Combining the deep learning systems and polynomial fitting method, we present a method to compute multimodal semantic waves. With this method, four representative examples are discussed for the knowledge-building of Chinese, English, Mathematics and Science subjects in Chinese primary schools. From the multimodal semantic waves of these subjects, we can clearly observe the differences between the processes of knowledge-building. Besides, it is advantageous for the proposed method that the value of multimodal semantic waves at any given future time can be predicted by an nth-order polynomial, which may help to study practical classroom discourse.

TEACHER TECH-CREATIVITY FOSTERING BEHAVIOUR AS DETERMINANT OF PRIMARY SCHOOL MATHEMATICS TEACHER CLASSROOM PRACTICES

This research investigated teacher technological-creative fostering behaviour as determinant of teacher classroom practices in private primary schools in the Makurdi Local Government Area, Benue State, Nigeria. This study adopted the correlational research design. The population was all teachers in private primary schools in Makurdi. A sample of 70 mathematics teachers was drawn from 50 private primary schools. Two researcher-structured instruments were used for data collection, namely; the Mathematics Teacher Tech-Creativity Inventory (MTTI) and the Mathematics Teacher Classroom Practice Inventory (MTCPI). Correlation, scatterplots, and histograms were used to answer research questions, while analysis of variance was used to test the hypotheses at .05 level of significance. The following were the findings: the top three technological tools among others which mathematics teachers at the primary school level use most often to facilitate their teaching practices are, first interactive whiteboard, second, the calculator and third, internet surfing. Teacher tech-creativity fostering behaviour has a significant impact on teacher clarity, teacher classroom discussions, teacher feedback, teacher formative assessment and, teacher-teacher collaboration as teacher classroom practices. It was recommended that teachers of mathematics consider utilizing technology creatively during lessons as a catalyst to advance classroom teaching practices of teacher classroom clarity, class discussions, teacher feedback, formative assessment, and teacher-teacher collaboration.

The Influence of Augmented Reality-Based Learning Media on the Understanding of Mathematical Concepts in Elementary School Children

This research investigates the impact of Augmented Reality (AR) based learning media on the understanding of mathematical concepts among primary school children. Employing a literature review method, the study outlines recent findings in literature concerning the application of AR in mathematics education. The results indicate that the use of AR can enhance motivation, active participation, and the understanding of mathematical concepts among primary school children. AR's ability to present material in a more concrete and applicable form has a positive impact on the understanding of concepts that are often challenging for students at their cognitive development level. Despite challenges in implementation and infrastructure development, this research provides a foundation for the integration of AR in mathematics education in primary schools. It is recommended that the implementation of AR be carefully considered in the primary school mathematics curriculum with adequate teacher training and appropriate infrastructure investment.

The importance of teachers’ pedagogical-psychological teaching knowledge for successful teaching and learning

ABSTRACT Effective teacher education is expected to ensure that future teachers acquire professional knowledge that is relevant for coping successfully with the requirements of their teaching practice. To strengthen evidence-based teacher education, we need to better understand which teacher education outcomes are predictive for high-quality instruction and student learning. This study hence investigates the impact of teachers’ pedagogical-psychological teaching knowledge (PPTK) on student’s perception of instructional quality and students’ achievement in mathematics. The study is based on longitudinal data of 28 early career primary school teachers and their students (n = 509). The results indicate PPTK as a significant predictor for students’ perception of teachers’ classroom management as well as teachers’ quality of explaining. PPTK and teachers’ cognitive activation as perceived by students are significant predictors for students’ mathematics achievement. These results emphasize the importance of PPTK for successful learning processes in mathematics in primary school. The findings are discussed regarding their relevance for the effectiveness of teacher education.

Peningkatan Prestasi Belajar dan Sikap Kemandirian Siswa melalui Model Problem Based Learning pada Materi Operasi Hitung Perkalian Pecahan di Kelas V SD Negeri 3 Purbalingga Lor

The poor levels of student achievement and attitude towards independent learning in mathematics in fifth grade primary school inspired this study. Finding out how the problem-based learning (PBL) paradigm improves students' attitude towards independence and their mathematical learning accomplishments was the main goal of this study. There will be two iterations of this classroom action research project. Two meetings made up each cycle. There are four steps to this research: preparation, execution, monitoring, and analysis. A total of twenty-four students, twelve male and twelve female, from VB class in SD Negeri 3 Purbalingga Lor in the Purbalingga District, participated in the study. Examinations, observation sheets, and surveys were utilised as instruments for gathering data. Mathematical proficiency improved with each cycle, according to the data. Results for cycle I were 65.31 with a learning completeness rate of 52.08%, while results for cycle II were 81.35 with a rate of 81.24%. There was a 29% increase between cycles I and II. (2) The percentage of students who exhibited an attitude of independence rose from 65.5% in cycle I to 81.50% in cycle 2.

The Effect of Educational Digital Games on Academic Success and Attitude in 3rd Grade Mathematics Class

Educational digital games are games designed for educational purposes. These games are used to provide students with certain knowledge, and designated with a with a view to improving their skills or to shaping their behavior. The aim of this study is to determine the effect of educational digital games Wordwall and Matific used in teaching primary school mathematics course on student achievement and attitude. Pre-test and post-test were applied to the experimental and control groups of the study in which quasi-experimental method was used. The study group consisted of 48 students studying in the 3rd grade of a public primary school. In the experimental group of the study, educational digital games Wordwall and Matific were used in the measurement unit of the mathematics course (length, perimeter, area, and liquid measurement). In the control group, the same subject was presented in accordance with the instructions in the third grade mathematics teacher's guide provided by Republic of Türkiye Ministry of National Education. The data were collected with the 20-question "Mathematics Achievement Test", which was jointly determined by the classroom teachers and the researchers, and the "Mathematics Course Attitude Scale" consisting of 13 items developed by Ayvaz (2010). In the analysis of the data, t-test for independent and dependent groups, which is one of the parametric tests appropriate to the research hypotheses, was applied. The findings of the study show the effectiveness of educational digital games in affecting students' academic achievement and attitudes. Based on this result, it is recommended that teachers should benefit from trainings in order to use educational digital games effectively in lessons.

أثر بَرنامج تَدرِيبي مُستند إِلى نَموذج (TPACK) في تَحسين الرَغبة المُنتجَة لَدى مُعلمات المَرحَلة الأساسية في الأُردُن

The study aimed to investigate the effectiveness of a training program based on the (TPACK) model in improving productive disposition among primary school mathematics teachers, the guide for the training program and study tools was prepared, ensured their validity and stability. The guideline included the definition of the (TPACK) model with algebraic context. An available sample was selected from the schools of Jerash Kasbah of the Directorate of Education of Jerash Governorate, consisting of (36) primary mathematics teachers, divided into two groups: one experimental consisted of (18) teachers trained according to the (TPACK) model, the other was a control group consisted of (18) teachers who did not undergo training. The results showed that training according to (TPACK) model improved the level of performance of the experimental group mathematics teachers on the productive disposition scale, and raised Their performance to an expert level, in the light of the results presented the change of the recommendations of the training programs with the application of specific educational content and integration models.

Who benefits the most? Teacher expectations and their relation with students’ achievement in mathematics in primary school

AbstractOver the past 50 years, many studies have investigated the impact of teacher expectations on student achievement and indicated small to moderate effects. Currently, it is still unclear which student‐related factors (e.g. socioeconomic status, or gender) moderate the expectation effect. There is still a need to gain a better understanding of the relation between teacher expectations and students' characteristics. The present study aims to examine the accuracy of teacher expectations as well as student‐related moderators of the expectation effects on students' achievement. The analyses are based on data from a longitudinal study including 28 primary school teachers and their students (N = 509). The results show that high expectations of teachers correlated positively with student achievement in mathematics, although no significant moderating effects were found. These findings strengthen the importance of ensuring high teacher expectations for all students.

Classroom practices in primary schools’ mathematics teaching supported by the Interactive Mathematics Software for Rwanda

Over recent decades, the integration of technological resources in education increased growingly. However, studies about the assessment of information and communications technology integration in primary school mathematics activities remained few. This research intended to comparatively examine the aspects of classroom practices observed during the implementation of the Interactive Mathematics (IM) Software in primary schools in Rwanda. Designed as quasi-experimental, it involved the experimental groups from Primary-2, Primary-3, Primary-4, and Primary-5 and analyzed aspects of school statuses, the school years, and the educational cycles. Data collected using Likert-scale measurements from 63 classroom observations were analyzed using Microsoft Excel and a two-sample t-test analysis was conducted to determine if the significance of mean differences. The findings revealed no significant difference between lower and upper primary based on a p-value of 0.829368908 (p-value>.05) and between the 2019 and 2020 teaching periods (considering the same teacher) based on the p-value=0.324542 (p-value>.05). However, the findings revealed that private and public schools’ mean differences were significant based on the calculated p-value<em> </em>equal to 0.007144 (p-value<.01). The study made various recommendations towards using IM software to promote quality mathematics education in primary schools in Rwanda and pre-service teacher training to boost the initiation process of their technology-enhanced pedagogy knowledge to teach mathematics.

Validity of instrument to measure mathematics teachers’ perceptions towards problem-based learning activities

<span lang="EN-US">Problem-based learning (PBL) is a proposed method for teaching mathematics in primary education in the education 4.0 era. This method enables teachers to conduct effective instruction by allowing students to explore alternative solutions to problems. This study was conducted to develop and validate an instrument for evaluating primary school mathematics teachers’ perceptions of PBL activities. This research is quantitative, and a questionnaire was employed to collect data. The data obtained were analyzed descriptively utilizing Cronbach’s alpha and exploratory factor analysis (EFA). It is determined that Cronbach’s alpha is 0.885, with a factor eigenvalue greater than 1. The Kaiser–Meyer–Olkin (KMO) value for each construct is 0.50, whereas Bartlett’s test value is statistically significant (<0.5). Each item has a factor loading of 0.50 or higher and a standard deviation of ≥60%. This study’s results indicated that this instrument can be used to investigate primary school mathematics teachers’ perceptions of PBL activities involving group division, generating ideas and learning issues, identifying problems, self-directed learning, synthesis and application, reflection, and assessment.</span>

Applying Structural Equation Modeling to Assess Factors of Primary School Mathematics Teachers’ Knowledge of Students’ Misconceptions

Applying Structural Equation Modeling to Assess Factors of Primary School Mathematics Teachers’ Knowledge of Students’ Misconceptions