Primary School Mathematics Teachers Research Articles

Fostering Inclusivity: A Critical Emancipatory Approach to Dyscalculia in Primary School Mathematics

This research endeavoured to revolutionise primary school mathematics education by implementing an active learning approach tailored to addressing dyscalculia. The study used a critical emancipatory framework as the theoretical foundation, and participatory action research as the chosen methodology. The researcher employed purposive sampling to select two mathematics teachers, one school-based teacher, a district education psychologist, two learners displaying dyscalculia symptoms, and two parents. The research collaboratively engaged participants to identify challenges, crafting interventions, and reflecting on outcomes through the lens of the critical emancipatory framework and participatory action research,. The researcher assessed the effectiveness of the active learning strategy to enhance students’ mathematical abilities, self-efficacy, and attitudes toward mathematics. Critical discourse analysis shed light on the potential of active learning strategies to improve mathematical learning outcomes and create a supportive learning atmosphere. The results indicated that the implemented active learning strategy offers effective pedagogical practices for learners with dyscalculia by influencing positive changes in their attitude towards mathematics and the learning environment. The participating teachers gained insights into understanding the behaviour of learners with dyscalculia and the role of active learning in intervention strategies. The study’s findings can guide educators, policymakers, and researcher in developing inclusive mathematics instruction for diverse learners in primary school classrooms.

Developing survey-based measures of mathematics teachers’ pedagogical technology knowledge: a focus on computational thinking and programming tools

ABSTRACT The aim of this research is to develop a survey to explore Norwegian teachers’ perceptions regarding integrating computational thinking (CT) and programming tools into mathematics teaching by using Rasch analysis. For this purpose, three measures are developed: mathematical knowledge for teaching (with technology), instrumental genesis and personal orientations, aligning with the components of Pedagogical Technology Knowledge framework. The empirical data to validate and refine the developed measures includes a relatively large sample of 356 Norwegian primary and secondary school mathematics teachers. Through the three measures, analysis of the survey data revealed insights into teacher perceptions and challenges in tool adoption. These results, first, highlighted the complexity of tool integration and the necessity of unpacking country-specific competencies linking CT and programming to mathematics. Second, the results underlined a need for qualitative research to delve deeper into teacher perceptions and understandings of CT and programming to address challenges and enhance classroom practices.

Educational robotics and primary school mathematics teaching: An analysis of pre-service teachers didactic-mathematical knowledge

The scarcity of studies dedicated to the integration of educational robotics (ER) in teaching mathematical content, and the discomfort of teachers when integrating ER in their teaching practices make it pertinent to understand the development of the didactic knowledge of mathematics necessary to integrate ER in mathematics teaching practices during initial teacher training. This qualitative and interpretive study identifies the knowledge of the didactic dimension from the didactic-mathematical knowledge conceptual framework that is mobilized by pre-service teachers (PST) during the implementation of mathematical tasks that integrate ER during the practicum. Through content analysis of the data collected on the PST’s performance, we mapped the occurrence and co-occurrence based on the components of the didactic suitability criteria. From the results, we highlight: (i) the existence of a relationship between the mathematical knowledge needed to teach, knowledge of the mathematics curriculum, and knowledge of ER and how its integration in the teaching process can influence the learning process and (ii) the positive contribution of the implementation in the practicum of mathematical tasks that promote robot manipulation/programming at the same time as the exploration of the mathematical content for the development of the participants’ didactic knowledge of mathematics. A practical implication of our results is that these features should be part of future work dedicated to integrating ER in mathematics teaching practices of PST, aiming to assess their value in initial teacher training programs.

Heutagogy in Action: Empowering Mathematics Teachers Through Innovative Pedagogical Approaches

As a result, mathematics teachers are prompted to focus on the heutagogical approach. However, challenges arise, like inadequate training and support among mathematics teachers. Thus, this study concentrated on formulating a series of teaching activities aligned with the heutagogical approach, specifically tailored to assist mathematics teachers in enhancing their teaching methods. This study was conducted using the Fuzzy Delphi Method (FDM) involving 15 experts with various fields of expertise such as mathematics education, educational technology, heutagogy, pedagogy and the curriculum as well as primary and secondary school mathematics teachers. The data was collected from October 2023 to November 2023 by using a questionnaire as the primary means of collecting data. Findings were analysed using triangular fuzzy number, threshold value, percentage for expert consensus and defuzzification process to determine the acceptance and ranking for each teaching activity. The results indicate that teachers assign projects that require students to explore real-world applications of mathematical concepts, were ranked first, followed by other activities, while teachers arrange virtual sessions with guest speakers from the mathematics field to provide insights to real-world applications were ranked last. In conclusion, this study offers valuable insights for mathematics teachers interested in enhancing student-centered learning within the framework of Education 4.0.

Unlocking the Power of Play: Exploring Key Influences of Digital Game-Based Learning Adoption Among South African Mathematics Teachers

Integrating digital game-based learning (DGBL) into mathematics teaching has gained significant attention for its potential to improve learning outcomes. However, adopting DGBL in mathematics remains challenging, particularly in resource-constrained contexts such as South Africa. Consequently, this study used the Technology Acceptance Model (TAM) to investigate mathematics teachers’ adoption of DGBL in their classrooms. We interviewed twenty-four primary and secondary school mathematics teachers in the Northern Cape province about their use of DGBL. Inductive thematic analysis was employed to analyze the data. The findings revealed that external variables such as language barriers, teachers’ technophobia, parental influence, and students’ limited reading skills negatively influenced teachers’ perceived usefulness of digital games. We also found that the teachers’ attitudes toward DGBL, which were influenced by their positive perception of it, influenced their intention to use digital games for mathematics purposes. The study recommends targeted policy interventions, including the development of multilingual digital tools and comprehensive professional development programs, to enhance the adoption of DGBL among South African mathematics teachers.

Examining the practice of culturally responsive pedagogy in upper primary school mathematics: Perceptions and competencies of teachers in North Wollo zone, Ethiopia

This study aimed to examine the status of culturally responsive pedagogy (CRP) practices among upper primary school mathematics teachers in North Wollo Zone, Ethiopia. To achieve this purpose, the researchers employed a mixed-methods convergent research design. The participants included teachers, students, principals, and department heads. Data were collected from these participants through questionnaires and interviews, and analyzed using both quantitative and qualitative techniques. Results indicated that teachers employed CRP strategies in mathematics instruction on an occasional basis. Furthermore, the results revealed significant correlations between the independent variables—school location, teaching experience, CRP perception, and CRP competency—and the practice of CRP. Notably, teaching experience and CRP competencies were found to positively and significantly predict the dependent variable of CRP practices in mathematics education. These findings underscore the need for teachers to gain teaching experience, enhance their cultural competence, and exchange insights on implementing responsive teaching methods that integrate cultural elements and real-life contexts.

The Effective Application of Interactive Electronic Whiteboard in Primary School Mathematics Teaching

The flexible use of modern educational means can not only enable students to establish a solid knowledge structure, but also improve the effectiveness of the classroom to ensure that students have an accurate grasp of the knowledge. Especially in the primary school mathematics teaching, because it contains a lot of knowledge, and some of it is very complicated, so in the learning, it is often affected by a variety of factors, it is difficult to solve the problem successfully, let alone apply them to real life. Therefore, teachers should take the initiative to reform in the actual teaching, and combine the interactive electronic whiteboard and other technology with mathematics, so as to improve the teaching effect. Based on this, the paper studies and analyzes the effective application of interactive electronic whiteboard in primary school mathematics teaching.

PRE-SERVICE TEACHERS’ VIEWS ON DIJITAL ADDICTION

The aim of this study is to show the views of pre-service teachers on digital addiction. The study group of the research consisted of Eskişehir Osmangazi University Education Faculty, social studies teacher, primary school mathematics teacher, English teacher, science teacher, special education teacher, classroom teacher, preschool teacher and psychological counseling and guidance (PDR) in the spring term of 2021-2022 academic year consists of 90 pre-service teachers studying at the 2nd, 3rd and 4th grades at the undergraduate level.Purposive sampling method was used while forming the study group of the research. As a data collection tool in the research, a semi-structured interview form, which was collected by e-mail in the online environment and formed by taking expert opinion, was used.The There have been a number of attempts by pre-service teachers to reduce digital addiction and they have often been unsuccessful. Analysis was used in the analysis of the data. Findings show that the students generally evaluated themselves as addicted. The students participating in the research stated that they spend most of their time in the digital environment for research, doing homework, communicating, following social media, shopping online, watching TV series and movies, listening to music and playing games.The students participating in the study stated that digital addiction caused them to disrupt their responsibilities and There have been a number of attempts by pre-service teachers to reduce digital addiction and they have been unsuccessful.

Unlocking numerical sense: An in-depth analysis of teaching practices among mathematics teachers in primary schools

Mathematics teachers face significant challenges in developing number sense among students. This study investigates the teaching practices of Saudi Arabian primary school mathematics teachers for fourth-grade female students. Using a descriptive-analytical approach and validated observation cards, the study sampled 20 teachers and analyzed data through statistical measures. Results revealed teaching practice levels as low in planning, moderate in implementation, and high in evaluation, with overall moderate effectiveness. No significant differences were found based on teaching experience, academic degree, class size, training programs, or teaching load. The study recommends the Saudi Ministry of Education enhance teaching practices via targeted professional development and suggests future research on instructional methods across different educational levels and the use of digital tools.

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.

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.

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.

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.

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.

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

Methodical conditions which are conducive to improving the education of pupils to solve their context-based mathematics task

Relevance. The research's relevance is due to the need to explore optimal ways to improve the education of pupils in mathematics for the formation of mathematical literacy, by independently solving text-based tasks in mathematics regardless of the orientation of their interests and the chosen specialty. Purpose. The purpose of the article is the characterization of methodical conditions conducive to teaching pupils to solve mathematical tasks on their own. Methodology. The methodology of the research consisted of the use of a set of theoretical methods (general scientific, specific-scientific), which allowed processing of the scientific literature, distributing the information array, studying and clarifying terms and concepts, and structuring the collected information. And empirical methods – interviews and sociological surveys with teachers and experts in the field under study. The participants in this study were 70 primary school mathematics teachers in 2-5 grades. Results. The article analyzes the process of the collaboration between teacher and students during solving textual problems in various ways, which allows students to form not only knowledge and skills on the relevant issue, and also to develop such elements of mathematical literacy as logical thinking and form a literate mathematical language. Conclusions. The study's applied value is that the main points, factual materials, and conclusions can be used in the school system by teachers, methodologists, and research educators to develop recommendations for improving the teaching of schoolchildren's autonomy in solving text-based problems in mathematics.

Podporné mechanizmy školy ako inštitúcie v inkluzívnom matematickom vzdelávaní

This paper offers an interdisciplinary perspective of researchers from the fields of therapeutic pedagogy and mathematics didactics in identifying the support mechanisms of the school as an institution in inclusive mathematics education. Qualitatively analysing the written accounts of mathematics teachers in Slovak primary and secondary schools in mainstream education, it brings together the suggestions from these teachers on the support mechanisms of the school in inclusive mathematics education for pupils with special needs. The research findings may be helpful in the pre-service training of teachers of subjects other than mathematics in the context of teaching pupils with enhanced support.

Exploration of the Course “Primary School Mathematics Curriculum and Teaching Theory” on the Teaching Mode of the PAD Class Based on the Concept of OBE

Exploration of the Course “Primary School Mathematics Curriculum and Teaching Theory” on the Teaching Mode of the PAD Class Based on the Concept of OBE

The Role and Strategies of Teaching Interaction in the Development of Primary School Mathematics Teachers

With the deepening of educational reforms, the teaching model in primary school mathematics education is undergoing transformation, with increasing attention to teaching interaction. Teaching interaction, as a student-centered teaching approach, not only sparks students' interest in learning but also helps teachers better understand students' learning needs. This paper begins by defining teaching interaction and exploring its characteristics and classifications. Subsequently, it delves into the multifaceted roles of teaching interaction in the development of primary school mathematics teachers, such as promoting teachers’ professional growth, enhancing teaching effectiveness, and broadening teachers' pedagogical perspectives. Additionally, this paper conducts a case analysis to examine the practical applications of teaching interaction and the challenges it entails. Finally, the study summarizes the core values, multiple roles, challenges, and future development trends of instructional interaction, emphasizing its significance in the development of primary school mathematics teachers.

Gamification in Primary School Mathematics Teaching

This essay explains the current situation of primary school mathematical teaching and the effectiveness of applying Gamification in mathematical primary classrooms. The primary school stage is an important issue that the whole society cares about in childhood education. Among them, as a mathematics subject that will be widely used in future development, its learning method is even more critical. However, as traditional mathematics classes cannot consider individual differentiation, they cannot let students reach their potential. It will lead to a wrong understanding of mathematical theory from students. Therefore, it needs to incorporate some new pedagogy. Gamification, as a novel and innovative teaching method, can increase students’ motivation and interest in a subject, which can be used in primary school mathematics classes. However, it has not been widely used in primary school mathematics. This study will combine the analysis of gamification by a large number of researchers to explore its advantages and disadvantages for primary school mathematics teaching, as well as the current status of a small number of gamification mathematics teaching, the difficulties it uses, and the strategies that can be used. Finally, combined with a lot of research and analysis, Gamification is feasible in the application of elementary school mathematics. Even if it contains some defects, it can be used in combination with other pedagogies to make up for the defects.