Primary School Mathematics Research Articles

The use of oral questioning to improve students’ reasoning skills in primary school mathematics learning

Reasoning skills are essential mathematical skills that need to be taught to students starting in primary school and have even become the main domain in global assessments such as TIMSS and PISA. Therefore, this study aimed to explore the implementation of the use of oral questioning in improving students’ reasoning skills in mathematics at the primary school level. Data for the qualitative case study were collected through semi-structured interviews, observations, and field notes. Six mathematics teachers from six different primary schools were selected as participants in the study using the purposive sampling method. The data were then analyzed using a constant comparative method to identify the patterns and themes that emerged. The study found six types of oral questions that are identified as being used by mathematics teachers to help students improve their mathematical reasoning skills and thinking, namely, provocative mathematical questions, puzzle-shaped questions, breaking down hard problems into easier parts, contextual questions, questions to explain the mistakes, and questions asking for clarification. The findings showed that primary mathematics teachers used a variety of oral questions to help students develop their mathematical reasoning skills and, at the same time, assist them in developing higher order thinking skills. This research has implications for expanding the literature and understanding of how primary school teachers perceive that using certain oral questions can help improve students’ mathematical reasoning. In addition, the study’s results revealed the importance of oral questioning in teaching mathematical reasoning skills.

Pedagogical Content Knowledge on Primary School Mathematics Teachers Based on Specialization

Quality teaching occur when the knowledge presented is well accepted by pupils. Thus, a teacher’s ability to convey knowledge is crucial for the effective teaching and learning process. Pedagogical Content Knowledge (PCK) is the foundation of a teacher's teaching efficacy. Therefore, this study aims to investigate the level of Pedagogical Content Knowledge in primary school mathematics teachers in Kuala Pilah, Negeri Sembilan. This is a quantitative study with a questionnaire as the instrument. The study's findings reveal that the level of Pedagogical Content Knowledge in primary school mathematics teachers in Kuala Pilah is satisfactory. The independent t-test analysis also reveals that there is no significant difference in the level of Pedagogical Content Knowledge among mathematics teachers based on their specialization. This phenomenon could occur due to government resources, lesson study, and mentorship programs that considerably assist mathematics teachers who do not specialize in teaching. This study's findings may assist school administrators to plan and manage issues such as subject distribution as well as the organization of teacher professional development programs.

Combination of M-learning with Problem Based Learning: Teaching Activities for Mathematics Teachers

This study was conducted to identify elements (teaching activities) that teachers can engage with involving a combination of M-learning methods with Problem-Based Learning methods (M-PBL). This study was conducted using the Nominal Group Technique (NGT) involving 11 experts with various fields of expertise such as mathematics education, educational technology, M-learning, pedagogy and the curriculum as well as primary school mathematics education teachers. The analysis of the findings was carried out using descriptive statistics (percentages) to determine the priority and ranking for each teaching activity. The findings show that overall, there are 30 relevant M-PBL teaching activities that can be carried out by teachers. The findings also show that teachers sharing the learning objectives that the pupils need to achieve using learning applications that are available on mobile devices (98%) ranked first while the teacher classifying the information obtained from each group according to priority through learning applications available on mobile devices (75%) ranked last. In conclusion, this study shows that both methods can be combined to form a new teaching method in the current 4.0 education era.

PRIMARY SCHOOL MATHEMATICS IN THE CONTEXT OF DIGITALIZATION

We consider the content and methods of teaching mathematics in primary school in the context of digitalization. The necessity of a significant updating of the curriculum is shown. In particular, this implies the use of digital tools as an object of study and a way to significantly improve the content and effectiveness of studying mathematics to really prepare children for the future life and work.

Discussion on the Effective Use of Error Resources in Primary School Mathematics Classroom

With the development of the times, most primary and secondary schools have begun to carry out curriculum and teaching reform, in order to furthercultivate students’ ability of inquiry thinking. Mathematics is a relativelyabstract course. With students’ high thinking ability, they are faced withmany problems and challenges. In this process, the teaching mode ofteachers is too traditional. In class, teachers always give endless lectures, sothat students have little time for independent thinking and inquiry learning.At the same time, teachers pay too much attention to the use of “correctresources” in the teaching process, but ignore the use of “wrong resources”and the use of value. The long-term continuation of this teaching modewill reduce the enthusiasm and initiative of primary school students inmathematics learning, and learning is very bad for students. Therefore,teachers should pay attention to the correct use of “wrong resources”, andmake effective use of these resources for classroom teaching, in order toimprove students’ learning enthusiasm and the cultivation of inquiry ability.

Parents' experiences of mathematics learning at home during the COVID-19 pandemic: a typology of parental engagement in mathematics education.

The COVID pandemic disrupted the schooling of students worldwide resulting in many having had a period of at-home learning. Many parents found themselves assuming responsibility for supporting their children's at-home learning. Parents often find it difficult to support their children's mathematicslearning compared with other curriculum areas. There has been limited research exploring parental engagement in mathematics education generally, and little into parental engagement in mathematics education during the COVID pandemic. This paper examines how parents supported their child's mathematics education during the school closures and identifies the factors that impacted this engagement. The Ecologies of Parental Engagement (EPE) model was used to help describe the engagement of different parents in mathematics education during the school closures and to examine the way the home space and available capital shaped parental engagement. Eight parents were selected from a larger Australian study that explored the impact of the pandemic-induced period of at-home schooling on primary school mathematics and science. One-on-one narrative interviews were conducted online with participants. Analysis identified three categories of parental engagement: monitors, facilitators, and enhancers. Parents in each category responded to their role in at-home learning differently, and accessed and activated different capital to support their child's at-home learning in mathematics during the pandemic. Results highlight the value of emotional capital, as well as knowledge of mathematics and mathematics education, with implications for schools hoping to engage parents in mathematics learning. The study offers a typology to be explored in future research concerning parental engagement in mathematics education.

Challenging Traditional Teacher Professional Development by Implementing Technology-Supported Cooperative Learning

The goal of this study is to offer guidelines for the application of technology-supported cooperative learning professional development to enhance teachers’ self-directed learning skills. A qualitative approach was used which was informed by the interpretive paradigm. Many technology-supported cooperative learning professional development prototypes were created as part of the iterative design-based research methodology used in this study. Seven primary school Mathematics teachers from South African government schools participated in the technology-supported cooperative learning professional development for six weeks as part of a purposive sample. All the participants were scheduled for data collection through semi-structured interviews and follow-up interviews. The qualitative analysis computer data analysis system was used to prepare, process, and analyse the data collected from the semi-structured interviews. According to the findings of this research, teachers needed professional development that is affordable, flexible, intensive, and ongoing. The findings of the study provided insights into the best practices for implementing technology-supported cooperative learning professional development and enhancing teachers' self-directed skills. The study has the potential to contribute to the field of professional development for teachers as it will provide evidence-based recommendations for the effective and sustainable implementation of technology-supported cooperative learning professional development.

Exploration on the Practice of "Project Based Learning" in the Field of Mathematics for Primary School Students

Project-based learning is a learning method that can implement the goal of educating people, can effectively promote the improvement of students' various abilities, and promote the cultivation of core literacy. Project based learning advocates that students are the main body, guide students to go out of the classroom, combine various learning methods to obtain knowledge, pay attention to students' actual ability, and develop ability. Project based learning has been supported by nearly 40 years of academic research and data, with rich theoretical research results, but there are few case studies on the practice of project-based learning in primary school mathematics. The 2022 new curriculum standard takes project-based learning as the implementation way to implement the goal of education, and provides some primary school mathematics project-based learning topics. In this paper, the author selected the second grade mathematics "Play with" Multiplication Formula "as the research topic, and carried out a practical study on the application of project-based learning in primary school mathematics teaching. According to the general process of "project-based learning", conduct practical research from the six steps of determining the project subject, analyzing project elements, designing driven problems, implementing project activities, publishing project results, and evaluating project learning, summarize the key links to carry out project-based learning, summarize the practical experience of developing project-based learning, and explore a practical path of project-based learning that conforms to the content of the discipline and the actual situation of the school. The implementation of project-based learning activities has improved students' interest in learning, developed their abilities, and yielded rich results in project-based learning. This study is expected to provide some reference and reference for the later development of the second classroom education of primary school mathematics.

Supporting metacognitive talk during collaborative problem solving: a case study in Scottish primary school mathematics

ABSTRACT This small-scale study explored the presence of collaborative metacognitive talk (CMT) during collaborative problem solving (CPS) in a Scottish primary mathematics class. Content analysis was conducted on student and teacher group interactions during CPS (n = 12 students in 3 groups × 3 sessions). The largest proportion of CMT was teacher–student, suggesting the use of a dyadic teaching approach between teacher and student as opposed to the teacher facilitating student–student CMT. A teacher focus group provided some tentative explanations as to why the dyadic approach might be adopted over a facilitative role to support student–student CMT, including focussing on strategy use, school culture around CPS, and teacher beliefs about learners’ abilities. Implications for practice are discussed.

Matematik Öğretmenlerinin Perspektifinden Matematik Öğretiminde Üst Düzey Düşünme Becerilerinin Geliştirilmesi

Araştırmanın amacı, matematik öğretiminde üst düzey düşünme becerilerinin nasıl geliştirileceğinin incelenmesidir. Araştırma nitel araştırma yaklaşımlarından durum çalışmasına göre yürütülmüştür. Çalışma grubunu amaçlı örnekleme yöntemi ile belirlenen 28 matematik öğretmeni oluşturmuştur. Araştırmada veri toplama aracı olarak yarı yapılandırılmış görüşme soruları ve araştırmacı günlüğü kullanılmıştır. Veriler içerik analizi ile analiz edilmiştir. Verilerin analizinde MAXQUDA 2020 programı kullanılmıştır. Bulgulara göre; matematik öğretmenleri üst düzey düşünmeyi eleştirel yaklaşım, sorunun üstesinde gelme, problemlere farklı çözüm yolları geliştirme olarak ifade etmektedir. Üst düzey düşünme becerileri öğrencilerin çoğunluğunda alt seviyelerdedir. Matematik öğretmenlerinin üst düzey düşünme becerilerini geliştirebilmek için derslerinde çeşitli uygulamalara yer verdikleri, ancak söz konusu becerileri yeterince geliştiremediklerini düşündükleri ortaya çıkmaktadır. Matematik öğretmenleri öğrencilerdeki üst düzey düşünme beceri seviyelerinin alt seviyelerde olmasının ve derslerde yeterince geliştirilememesinin sebeplerini öğrenci, öğretmen, sistemsel ve toplum/aile açısından ortaya koymaktadırlar. Araştırmada matematik öğretiminde üst düzey düşünme becerilerinin geliştirilmesi için öğrenci, öğretmen, toplum/aile, matematik öğretim süreci, eğitim politikasına yönelik olarak neler yapılabileceğine dair sonuçlar elde edilmiştir. Matematik öğretmenlerinin perspektifinden yapılan bu araştırmanın sınıf öğretmenleri ve ortaokul matematik öğretmenleri üzerinde yapılması önerilebilir.

An SEM Model of Learning Engagement and Basic Mathematical Competencies Based on Experiential Learning

Primary school mathematics is one of the most important subjects in primary school learning, and basic mathematical competencies are an important component of the response to academic achievement. Improving students’ basic competence in mathematics is one of the important goals of teaching mathematics in primary schools. Research has shown that experiential learning has an impact on basic competencies in mathematics, attitudes toward mathematics, and self-efficacy in mathematics. Therefore, this study explores the structural model that fits the relationship between experiential learning and basic competencies in mathematics using a linear model. This study uses a sample of 263 primary school students to explore the influential relationships between learning engagement, mathematical attitudes, mathematical self-efficacy, and basic mathematical competencies after experiential learning. The study revealed that the model had a good fit, with learning engagement, mathematical attitudes, and mathematical self-efficacy all having significant effects on basic mathematical competencies; in addition, behavioral engagement had insignificant effects on mathematical attitudes and mathematical self-efficacy. This study can infer through one year of experiential learning and based on the structural model developed that experiential learning in mathematics can increase students’ learning engagement in mathematics learning and positively influence mathematical attitudes and mathematical self-efficacy, thus positively influencing students’ performance in basic mathematical competencies.

Fantastic GRIT: Celebrating the determination of Tamil National Type Primary School (SJKT) Students in Mathematics Learning

Grit is defined as passion and perseverance for long-term and meaningful goals. In the subject of Mathematics in primary school, there is a need for students to persevere to get answers. Grit encourages students to continue working hard despite difficulties or failures and this trait is very important in the workplace. However, there are not many discussions that debate issues related to grit in Mathematics in the context of Tamil National Primary School (SJKT) students. There are three main issues that cause the grit issues expressed in this concept paper: (i) an attitude of giving up when solving high-level math problems; ii) no clear goals due to a lack of interest in learning Mathematics, and (iii) the ambiguity of grit level measurement in Mathematics in the context of SJKT students. This concept paper is unique because it elaborates on grit issues in Mathematics, especially among Indian students. This study suggests that grit empowerment should be done from primary school at SJKT through an effective student development program. This paper needs to be given attention so that the community is more aware of the development of grit in Mathematics, especially in the Indian student community. The proposed solutions can be developed through the school’s efforts to make students more persistent and not give up when solving difficult Mathematical problems.

Comparing the Use of Educational Technology in Mathematics Education between South African and German Schools

This mixed-method study investigated how primary school mathematics teachers in South Africa and Germany utilise educational technology. The perceptions of the principals and teachers regarding the use of educational technology and the obstacles to its integration were contrasted. In addition, the Trends in International Mathematics and Science Study (TIMSS) 2019 data from these countries were used to evaluate the relationship between educational technology and learner accomplishment. The results showed that teachers from both nations employed educational technology as a presentation-, reinforcement-, supplement-, and problem-solving tool, and also used it to stimulate the learning environment, as shown through semi-structured interviews and classroom observations. In addition, obstacles such as a lack of tablets/computers, technical support, and a lack of relevant continuous professional development impeded the incorporation of educational technology in mathematics by these teachers. Additionally, multi-level models revealed that access to a computer and internet connectivity at home correlated positively with German learners’ mathematics performances, while no statistically significant relationship was observed in South Africa. The results of this study have policy implications and are discussed at the end of this paper.

PENGARUH KEPUASAN KERJA DAN MOTIVASI GURU MATEMATIK TERHADAP PENGGUNAAN BAHAN BANTU MENGAJAR DIGITAL MATEMATIK DI SEKOLAH RENDAH

The use of digital teaching aids in the online teaching and learning (TL) process of Mathematics is synonymous during the era of the Covid-19 pandemic. However, online TL is not easy for Mathematics teachers. Teacher job satisfaction and motivation should be taken into account as a result of this pandemic era. Therefore, a survey study was conducted to examine the influence of job satisfaction and motivation of Mathematics teachers on the use of digital teaching aids in primary schools in North West Coast, Sabah. A total of 242 primary school Mathematics teachers were selected using simple random sampling. This study was a quantitative study using a survey research design. Data was collected using three questionnaires that each measured the level of job satisfaction, motivation and the use of mathematics digital teaching aids among teachers. The findings of the study found that the level of job satisfaction, motivation and the use of mathematics digital teaching aids were at a high level (Mean > 3.90). Meanwhile, job satisfaction and motivation were found to have a positive and significant relationship (rJS = .638, p < .05; rm = .541, p < .05) and influence (BetaJS = .492, tJS = 9.304, p < .05; Betam = .309, t m= 5.838, p < .05) on the use of mathematics digital teaching aids. This study can be used as a guide and measure for those responsible for planning and implementing efforts to improve the level of mathematics achievement of students in primary schools.

Longitudinal pathways of numerical abilities in preschool: Cognitive and environmental correlates and relation to primary school mathematics achievement.

Children start preschool with large individual differences in their early numerical abilities. Little is known about the importance of heterogeneous patterns that exist within these individual differences. A person-centered analytic approach might be helpful to unravel these patterns and the cognitive and environmental factors that are associated with them. We applied a person-centered approach to a 5-year longitudinal study (N = 410, 213 boys) conducted in Belgium from preschool to grade 3. Preschoolers (Mage = 58.14 months, SDage = 3.51) were selected to represent the full range of socioeconomic backgrounds. We examined via Latent Profile Analysis the heterogeneous patterns that exist in preschoolers' early numerical development using measures of counting, numeral identification, comparison, ordering, and arithmetic abilities. We investigated the association between the derived numerical ability pathways, general cognitive factors (working memory, language, spatial ability) and the home math environment. We also evaluated the relation of these early numerical ability pathways to later mathematics achievement in grade 1 and 3. Four longitudinal pathways emerged: a low (15%), below-average (28%), above-average (44%), and a high numerical ability pathway (13%). Differences between the four pathways were mostly quantitative. Most of the general cognitive factors contributed to pathway membership, whereas the home math environment and socioeconomic status (SES) did not. The pathways differed in mathematics achievement in grade 1 and 3, and most of these differences remained when the covariates were considered. The results highlight the heterogeneity that is already present in preschoolers' numerical abilities and their predictive value for subsequent mathematics achievement. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Primary School Teachers’ Perspectives on Emergency Remote Teaching of Mathematics: Challenges and Opportunities for the Post-COVID-19 Era

In this study, we aimed to determine Cypriot primary mathematics teachers’ perspectives and lived experiences during the transition to emergency remote teaching (ERT) in the early stage of the COVID-19 pandemic. An in-depth online survey combining closed-ended and open-ended questions was administered to sixty-two (n = 62) educators teaching mathematics in public primary schools during the first lockdown in spring, 2020. The data from closed-ended questions were analyzed using descriptive and inferential statistics, whereas, for the open-ended questions, a thematic analysis approach was employed. Our findings provide useful insights regarding teachers’ self-reported technology backgrounds and levels of instruction regarding the use of technology in mathematics prior to the pandemic, as well their level of preparedness for ERT and the main challenges they faced in implementing ERT of mathematics. Our findings also indicate teachers’ levels of satisfaction with their ERT practices and their beliefs concerning the extent of achievement of the curriculum learning objectives through ERT, and how these varied based on teachers’ self-reported levels of familiarity with technology, their self-reported levels of preparedness for teaching at a distance, and their engagement (or non-engagement) in synchronous instruction during ERT. Teachers’ suggestions, based on their experiences from the lockdown period, regarding how to transform mathematics teaching and learning in the post-COVID-19 era are also presented.

Integration of Mathematics and Science in Chinese Primary Schools: Current Situation and Challenges

Integration of Mathematics and Science in Chinese Primary Schools: Current Situation and Challenges

Investigation of Metaphoric Perceptions of Primary Mathematics Teachers on the Concept of Game

The purpose of this research is to examine the meanings that primary school mathematics teachers attribute to the concept of "game" by using metaphorical expressions. In this study, phenomenology design, one of the qualitative research methods, was used to examine the metaphorical perceptions of primary school mathematics teachers about the concept of game. The study group of the research consists of 329 primary school mathematics teachers. In order to collect the data of the research, the participants were asked the question “the game is similar to …, because…”. In addition, the participants were asked to draw pictures suitable for their answers to the questions. The data obtained within the scope of the research were subjected to content analysis and Chi-square tests. When the metaphors developed by primary school mathematics teachers regarding the concept of play were examined, it was seen that most of the teachers perceived the game as "a child-specific activity (41%)". On the other hand, it has been observed that approximately one fifth of the teachers see the game as a "teaching method (18%)". In the study, it was determined that the professional seniority of the mathematics teachers had an effect on the metaphors they developed regarding the concept of game. In addition, it was observed that the level of mathematics teachers' involvement in the game in their professional lives had an effect on their development of metaphor as a teaching method.

Technology-assisted circumference teaching

This study aimed to reveal the effect of teaching the 4th grade circumference measurement subject with the dynamic geometry software “GeoGebra” on achievement and motivation. In the research, the pre-test – post-test control group design, which is one of the quasi-test designs, was used. In the Mathematics lessons conducted with the experimental group for three weeks, the subject of circumference measurement was taught with dynamic geometry software, whereas the control group followed the current curriculum. As data collection tools, the 21-item “4th Grade Circumference Measurement Achievement Test” (KR20=.81) developed by Öksüz and Genç (2021) and the “Primary School Mathematics Motivation Scale” (KR20=.94) developed by Ersoy and Öksüz (2015) were utilized. The pre-test was applied concurrently to the test and control groups one week before the research was initiated, and the post-test was applied immediately after the research ended. In the study, a paired-samples t-test was used to compare the pre-test and post-test scores of the students in the test and control groups within the groups; whereas covariance analysis (ANCOVA) was used to compare the post-test scores of the related groups. As a result of the research, it was concluded that there was a statistically significant difference between the achievement and motivation post-test scores of the students in the experimental group who learned the subject of “Circumference Measurement” with the dynamic geometry software and the students in the control group who did not use this program on behalf of the experimental group.

Öğretmen Adaylarının Öğretim Programı Okuryazarlıkları ile Öğretmenliğe Hazır Olma Durumları Arasındaki İlişkinin İncelenmesi

This study attempts to determine the relationship between the pre-service teachers’ curriculum literacy and their preparedness to teach. Having a quantitative research design, the study employed the corelational survey model. The sample consisted of 373 pre-service teachers studying in the departments of Arabic, science, primary school mathematics, English, classroom, social sciences and Turkish education. The participants were chosen by the convenience sampling method. This study deployed "Curriculum Literacy Scale" and "Preparedness to Teach Scale" as data collection tools. Descriptive statistics, multiple linear regression and correlation analyses were used during data analysis. The results suggested that the pre-service teachers had a high level of curriculum literacy in terms of curriculum objectives, curriculum content, teaching-learning processes and measurement-evaluation sub-factor. As for their preparedness to teach, they had a high level of participation in terms of the sub-factor of forming an effective learning environment, while a moderate level of participation related to the sub-factors of designing the instructional process, techno-pedagogical approach and understanding the learner. A positive, moderate and significant relationship was identified between the overall of the curriculum literacy scale and the sub-factors of understanding the learner, techno-pedagogical approach, and designing the instructional process, while a positive, high-level and significant relationship was found between the pre-service teachers’ curriculum literacy and the sub-factors of forming an effective learning environment. Besides, the curriculum objectives, curriculum content, teaching-learning process and measurement-evaluation, which are the sub-factors of the curriculum literacy scale, significantly predicted the pre-service teachers’ preparedness to teach.