Primary Mathematics Research Articles

Book Review: Empowering primary mathematics educators: strategies for addressing anxiety in the classroom; Karen Wicks (2021) Tackling anxiety in primary mathematics teachers

Book Review: Empowering primary mathematics educators: strategies for addressing anxiety in the classroom; Karen Wicks (2021) Tackling anxiety in primary mathematics teachers

Effects of K-W-L Instructional Strategy on Academic Performance of Pupils in Primary Mathematics and English in Owerri North Lga of Imo State, Nigeria

The purpose of this study was to find out if learners taught algebraic expression/elementary statistics in Mathematics and parts of speech in English Language using K-W-L instructional strategy will have better academic performance than those taught with the conventional Teacher method at 0.05 alpha levels. The researchers used quasi-experimental design which adopted the pretest, post-test Experimental group method. The area of study was Owerri North LGA Imo State, Nigeria. The population of the study was all Primary 5 learners in Owerri North Public schools. Purposive sampling technique was used to select three primary schools and simple random sampling technique was used to select classes in each of the schools. The sample of the study was 120 primary learners. The data collection instruments for the study were treatment 1 (K-W-L instructional strategies), treatment 2, (TCM [Teacher conventional method), Treatment 3 (combined TCM & K-W-L), multiple-choice questions for each subject chosen from past FSLCE and Common entrance questions. Two research questions and one null hypothesis guided the study. Mean, standard deviation and ANCOVA were the statistical tools used to analyze the data. The findings of the study revealed that the group taught with combined TCM & K-W-L achieved higher academically than the group taught with only TCM or K-W-L. The study also discovered that K-W-L instructional strategy is gender friendly. It was recommended that primary school teachers should be encouraged to use K-W-L instructional strategy to facilitate learners’ performance in algebraic expression, elementary statistics and parts of speech. Furthermore Basic Education Stake holders should organize regular workshops and seminars to train and retrain teachers on the use of 21st century teaching strategies.

The Professional Identity of Primary Mathematics Teachers and Their Intention to Implement STEM Education in Mainland China

As mathematics is one of the key disciplines of STEM education, primary mathematics teachers can play important roles in STEM education, and it is generally acknowledged that teachers’ professional identity can affect their teaching effectiveness. With the attention paid to STEM education in Mainland China, it is of great significance to find out the primary mathematics teachers’ level of intention to implement STEM education. This research was aimed at studying the degree of professional identity of primary mathematics teachers from different cities in Guangdong, the most populous province of Mainland China, and tried to figure out their intentions about implementing STEM education, further exploring whether there is a correlation between the above two variables. The paper mainly adopted quantitative research, through online questionnaires (n = 41), finding that the professional identity of primary mathematics teachers in Guangdong, Mainland China, is at a mid to upper level and they generally have a positive intention to implement STEM education. Through correlation analysis, this study verified that the teachers’ professional identity and intention to implement STEM education are significantly positively correlated (r = 0.69, p < 0.001), and found that professional identity shows a positive impact in predicting teachers’ intention to implement STEM education (b = 0.89, p < 0.001). Meanwhile, the gender factor has a significant impact on predicting STEM intention using identity (b = 0.35, p < 0.01). Overall, with these findings, this empirical research identified the potential influencing factors for promoting STEM education in Mainland China in the future.

Metacognitive Skills of Pupils in Primary Mathematics Education

Metacognitive Skills of Pupils in Primary Mathematics Education

Identifying Contextual and Moderating Components Affecting the Implementation of the Primary Mathematics Curriculum

Purpose: Given the importance of proper implementation of the primary mathematics curriculum, this study aimed to identify the effective contextual and moderating components in the implementation of the primary mathematics curriculum. Methodology: This study was applied in purpose and qualitative in approach. The research population consisted of expert teachers in the field of primary mathematics curriculum in Tehran during the academic year 2020-2021, from whom 16 were selected based on theoretical saturation using purposive and snowball sampling methods. The research tool was a semi-structured interview, the face validity of which was confirmed by experts, and its reliability was obtained with a Cohen’s Kappa coefficient of 0.86. The data were analyzed using thematic analysis in MAXQDA-2020 software. Findings: The findings revealed that in the model of effective components in the implementation of the primary mathematics curriculum, for contextual components, 17 basic themes were identified under 4 organizing themes including social, cultural, economic, and structural, and for moderating components, 20 basic themes were identified under 3 organizing themes including advantages of learning mathematics, barriers to learning mathematics, and facilitators of learning mathematics. Ultimately, a model of effective contextual and moderating components in the implementation of the primary mathematics curriculum was illustrated. Conclusion: According to the results of this study and considering the effective contextual and moderating components in the implementation of the primary mathematics curriculum, it is necessary for specialists and curriculum planners to utilize strategies compatible with the identified components to improve the educational system.

Perception and Experience of Teachers in Implication of Inductive and Deductive Methods in Mathematics Classes

This paper aims to explore the teachers’ experiences and perceptions towards the implication of inductive and deductive methods in mathematics classes at the primary level. The inductive method is the beginning of all mathematics and derives the formula; the deductive method is the continuity of it and implements those formulas. This article is based on a phenomenological research method under qualitative design, focusing on the lived experience of four primary mathematics teachers on the ‘implementation of inductive and deductive method’ in elementary mathematics classes and their perceptions towards these methods. The data were analyzed and interpreted by using the thematic analyzing approach. The findings of the study show that the teachers were in a dilemma in the selection of proper teaching methods in mathematics teaching, and they followed the traditional methods. Knowingly or unknowingly, the teachers were using inductive and deductive methods, but they were not sure about the correct implementation of those methods. Their perceptions towards the inductive method was positive and they believed that it helps students for developing permanent concepts; however, the teachers were confused in its implications. Most of the teachers were following the traditional teaching methods in mathematics classes instead of student-centered teaching methods. They argued that for a short-cut and easy for the implementation, they were using the traditional methods. The teachers should be trained for better implementation of the inductive and deductive methods in the proper teaching of mathematics at the primary level.

Проблема формирования математических способностей младших школьников

The article is devoted to the issiue of formation of junior schoolchildren’s mathematical abilities. The role of the primary school teacher in the formation of the mathematical abilities of younger schoolchildren is substantiat-ed. The analysis of scientific and methodical literature is carried out, the contradictions between the require-ments to the teacherэs competence and the directions of preparation for professional activity within a particular subject area are revealed. The identified contradictions determined the importance of developing in future pri-mary school teachers the skills of constructing and using a program of individual achievements for junior schoolchildren when designing mathematics lessons. The relationship between inclinations, abilities and types of activities aimed at developing the mathematical abilities of younger schoolchildren is revealed. The im-portance of building a program of individual achievements for junior schoolchildren when studying the module “Theories and Technologies of Primary Mathematics Education” is described. Recommendations are given for constructing a program of individual achievements for younger schoolchildren and selecting the main types of activities in mathematics lessons when teaching how to solve word problems.

The Availability Level of the Aesthetic Approach in Mathematics Textbooks for the Higher Grades at the Primary Stage in Saudi Arabia

This study aims to establish the presence of aesthetic underpinnings in Saudi mathematics textbooks. For this, the researchers used descriptive-analytical methods. We looked at fourth, fifth, and sixth grade math textbooks. The arbitrated aesthetic method divides 27 signals into seven basic domains. The content availability of each main aesthetic approach area was found to be constant across all books in the elementary stage's upper grades. Aesthetic strategies were used in primary mathematics textbooks at a rate of 34%. The average percentages for the major domains were: 76.9% major themes, 57.7% mental level, 52.8% science framework, 35.4% mathematics and arts, 10.7% mathematics and emotional components, and 2.2 % athletic aesthetic criteria. The researchers suggested designing mathematics courses and texts artistically. Keywords: textbooks, mathematics, aesthetic approach, mathematical aesthetic, content analysis

Gamification in Primary School Mathematics Education

The use of gamification in primary mathematics education remains one of the critical topics of research today. Researchers have found that gamification plays a positive role in teaching and learning the relevant curriculum and can be used in different areas. However, there is a lack of specific research on using gamification in various components of primary mathematics education. Few researchers have made suggestions for rationalizing gamification in mathematics education. Therefore, this article examines the topic of gamification in primary school mathematics education. The paper analyses the challenges faced by the gamification process and makes recommendations. It has been found that gamification can stimulate students' interest in learning, enhance their motivation, help them consolidate and understand relevant knowledge, and bring about good learning outcomes. Gamification can also help students to construct appropriate geometric structures and contribute to the development of creative thinking. However, the challenges of gamification include the distraction of students and difficulty in designing lessons. Teachers need to create games based on the needs of their students. As organizers, they also need to keep a tight rein on their students to prevent them from doing things that are not related to the content of the lesson. This study provides insight into the use of gamification in Mathematics in primary schools and provides a relevant basis for future research into this topic.

An Analysis of the Transformation Geometry of the Primary School Mathematics Curriculum According to Levels

In this study, it is aimed to examine the Primary Mathematics Curriculum (1-8th grade) according to the transformation geometry levels. In this context, the transformation geometry in primary and secondary school levels or the acquisitions related to this subject were determined. Then, the acquisitions were examined by considering the transformation geometry thinking levels defined by Soon. It has been researched that the achievements in the curriculum are related to which level and whether this level provides the qualifications. As a method, document analysis was carried out. In the research, it was determined that some gains were given in a way that was not very suitable for the hierarchical structure of the Transformation Geometry Levels. The program is examined, it is seen that the most striking shortcomings are that there is no gain at any level regarding the rotational transformation. The fact that there is no rotational transformation outcome in the mathematics curriculum at any level can be a challenging situation for the student in future learning.

Ticks and crosses in primary mathematics assessments: What purpose do they serve?

Ticks and crosses (TCs) are a common aspect of teachers’ classroom practice in relation to assessment in many learning areas including mathematics. Putting TCs in learners’ written work is a strategy of feedback. Even though these TCs are frequently used in different types of mathematics assessments, there is limited research in relation to what they actually stand for and what functions they are designed for and especially what purpose they eventually serve in practice. This article emerged from a broader study that aimed at exploring classroom formative assessment practices of Grades 4–6 mathematics teachers, a learning goals and documentary analysis. Since this study was qualitative in nature, we used qualitative, non-probability sampling to recruit respondents according to pre-selected criteria relevant to our research questions. The study participants were 43 qualified and experienced Intermediate Phase mathematics teachers and 95 Grades 4–6 learners from the Tshwane South district, where a phenomenon of low achievement was of great concern. We engaged in document analysis of all the 95 learners’ mathematics workbooks. Questionnaires were administered to the 43 teachers. We report on an analysis of teachers’ assessment practices of Grades 4–6 learners’ mathematics work. We narrate the extent of the use of TCs among teachers from selected schools in Tshwane South district in Gauteng, South Africa. Our analysis shows that while there is prevalent use of TCs among teachers, there are critical gaps in relation to knowledge of TCs in assessing mathematics. We present a qualitative and quantitative data analysis to illustrate how these were used in connection with assessment of learners’ mathematics work linked to the concepts of numerical, geometric, and graphical relationships. We use our analysis of the vignettes to explore and argue that teachers use TCs without adequate understanding of what these actually mean in relation to assessment broadly and assessment intended at collecting and clarifying goals for mathematical learning specifically. Despite teachers having mathematical qualifications and a repertoire of experience for teaching, the majority of teachers grappled with understanding mathematical concepts as evidence in how they marked learners’ mathematics work. The study also found that teachers’ understandings of assessment of mathematics were diverse and largely inconsistent with the formal definitions of mathematics.Contribution: This study indicated that there are critical gaps in relation to knowledge of TCs in assessing mathematics. A clear-cut marking policy will guide teachers to provide effective marking using TCs.

Number Express: a Digital Game to Improve Early Numeracy

Early numeracy (including basic skills like counting, order processing, etc.) has repeatedly been observed to predict later scholastic but also vocational prospects. As such, it seems sensible to foster it early on during development. In this article, we describe the development and initial evaluation of Number Express, a digital game designed to facilitate numerical skills in pre-and primary school considering the latest evidence from research on order processing. The game consists of a train with six carriages for the player to fill in with numbers in the correct order. The game progresses in difficulty across several levels, moving from smaller to larger numbers and sequences in steps of 2, 5, and 10. Informative feedback helps players in case they respond wrongly. Associating numbers to carriages in the correct order earns the player points, with which they can buy items in a virtual shop, providing additional experience with calculating with money. During the design phase, we sought feedback from researchers, teachers, and an education consultant specialising in the learning and teaching of primary mathematics. Piloting will involve testing the game with a small group of preschool children to evaluate its playability and ease of use and to resolve any remaining technical issues. Additionally, we will gather feedback from children to identify any areas of the game that might be improved or made more engaging. In the next step, the game will be implemented in an intervention study to determine its effectiveness in improving children's early numeracy skills. In case the game proves to be effective in improving children's early numeracy skills, it has the potential to be a valuable tool for educators and parents in supporting their children's numerical development.

The Relationship between Teacher’s Self-Efficacy and Creative Teaching of Primary Mathematics Teachers

Teachers' perceptions of their abilities to create and implement cutting-edge teaching tactics have a significant impact on students' success, particularly in mathematics. Additionally, educators who are confident in their own ability to educate help create a learning atmosphere. In light of this information, it is important to consider in mathematics education the importance of understanding the opinions of mathematics teachers regarding their level of self-efficacy and its relationship to creative teaching. The purpose of this study was to determine the relationship between teachers’ self-efficacy and creative teaching of primary mathematics teachers. The questionnaire, which included 28 items and required responses on a 5-point Likert scale, was given to 210 mathematics teachers at random. The findings indicate that there is a significant relationship between teacher self-efficacy and creative teaching. The results of Pearson correlation coefficient analysis show that instructional strategies are the largest predictor of teacher’s self-efficacy (r (210) = 0.532, p < 0.05), followed by student engagement (r (210) = 0.441, p < 0.01), and class management (r (210) = 0.409, p < 0.05). Therefore, creative teaching may reliably predict teachers’ self-efficacy by 29.0% (R=0.543), according to the results of the linear regression analysis. Overall, this paper provides valuable insight into the critical role of perceptions of mathematics teachers' self-efficacy in shaping creative teaching approaches to mathematics education.
 
 Received: 5 July 2023 / Accepted: 27 August 2023 / Published: 5 September 2023

Flipped Learning with Nearpod Media: Enhancing Digital Learning Outcomes in Primary Mathematics

This investigation examines the efficacy of the Flipped Learning Model, supplemented with Nearpod media, on the academic outcomes of fifth-grade students in the subject of fractions. Utilising a quantitative methodology within a quasi-experimental research design, the Flipped Learning Model was deployed over three sessions. Nearpod media was employed to stimulate student engagement and enhance academic outcomes. A comparative study was conducted between students who were subjected to the Flipped Learning Model with Nearpod media (N=12) and a control group (N=12) that utilised the Direct Learning Model with image media. The analysis revealed a significant discrepancy in academic outcomes between the two groups (0.023, p < 0.05). Throughout the investigation, students who were exposed to the Flipped Learning Model with Nearpod media showed an improvement in academic outcomes (Mchange= 0.000, p < 0.05), indicating a significant influence on students' mathematical learning. The integration of the Flipped Learning Model with Nearpod media was found to be notably effective in improving students' academic outcomes (0.67, 0.03<g<0.7). This confirms that the implementation of the Flipped Learning Model with Nearpod media has a significant impact on enhancing classroom academic outcomes.

Examining practices and challenges of authentic learning in Mathematics lessons in upper primary schools

The study aimed at examining the practice of employing authentic instruction and identifying predictors in upper primary mathematics lessons in Bahir Dar Special Administrative Zone, Amhara National Regional State, Ethiopia. The study employed a mixed-methods exploratory sequential design. Data were collected through observation, interviews, and questionnaires from upper primary school mathematics teachers. The authentic learning questionnaire was pilot tested, and the internal consistency was found to be.766. Qualitative data from interviews and observations were analyzed using content analysis while quantitative data from observations were analyzed using a one-sample t-test; on the other hand, quantitative data from questionnaires were analyzed using a one-sample t-test and hierarchical multiple regression. The results revealed that there was lack of effort to practice authentic instruction; the instruction did not situate learning in a real-life setting. The dimension level analyses showed that all ten dimensions of the authentic instructional model were poorly practiced. The findings also revealed that among several challenges, four factors appeared to be significant predictors: lack of understanding and skills in authentic learning, less suitability of mathematics curriculum, inflexible and short schedule and period, and large class size. The researchers recommended that responsible government bodies and teacher training institutions exert greater effort to change the situation. Training should be given to teachers to improve their understanding and skills, and the curriculum should be suited for authentic learning.

Exploring Conceptions of ‘Number Sense’ Evident in Pre-service Programmes for Primary School Teachers: A Review of Texts Used Across 11 University Programmes

This paper examines the conceptions of ‘number sense’ as promoted in pre-service primary mathematics education courses at 11 South African Higher Education Institutions through the texts used by academics or prescribed for students. While all the participating institutions agree that the development of primary school learners’ ‘number sense’ is central to their mathematics methodology courses and that there is an overwhelming amount of research and literature on ‘number sense’ nationally and internationally, their conceptualisations of the nature of ‘number sense’ vary. Teacher educators, who develop pre-service teacher education courses, were asked to provide the texts, used to underpin the 11 universities’ mathematics education modules in the Bachelor of Education (Foundation and Intermediate Phases) and Post Graduate Certificate in Education (Foundation and Intermediate Phases) programmes. These texts were analysed drawing on Whitacre et al.’s emphasis on three ‘number sense constructs’ identified as Innate Number Sense, Early Number Sense and Mature Number Sense. The results show that there is no common language of description for ‘number sense’ across the 11 universities. This research implies that there is a need to develop a consistent understanding of ‘number sense’ and how it is developed across institutions.

Application and Reflection of Big Data in the Primary Mathematics Curriculum

With the vigorous development of science and technology in China, especially the wide application of big data, the concepts and practices of education and teaching are also being improved and optimized, and many new methods, strategies and means have emerged. In the primary school mathematics curriculum under the background of big data, teachers can make full and effective use of big data resources to provide students with more colorful teaching resources and bring students more lively classroom teaching. Based on the relevant understanding of big data and its development prospects, this paper introduces the application of big data in the primary school mathematics classroom, and combines reflection to put forward several suggestions for primary school mathematics teachers to use big data to improve teaching.

Exploring the Challenges of Mathematics Teaching-learning Process at Primary School Level During COVID-19

Due to COVID-19 pandamic, students all over the country had to get detached from the normal flow of education. The non-government schools of the urban areas started online education using mainly Zoom and WhatsApp media platforms. This study explores the challenges experienced by both teachers and students during the COVID-19 pandemic while involved in the mathematics teaching-learning process. The study followed an exploratory case study research design. Qualitative data were collected through semi-structured interviews via zoom/ mobile phone meetings with 10 primary school teachers and 20 students of primary level and analysed thematically. Also, 10 online primary mathematics classes were observed for data triangulation. This study explored three perspectives curriculum-related challenges, teacher’s challenges and students’ challenges. It is found that appropriateness of the content, alignment of contents concerning time schedules, curriculum objectives and teaching strategies proposed in the curriculum are the major curriculum-related challenges faced by teachers while conducting mathematics classes online. Besides, delivering the lecture, managing the class, assessing students, teachers’ lack of technological knowledge and availability of physical facilities were also identified as challenges in terms of teachers’ perspective. Another finding of this study is that students faced different challenges (e.g. technological, motivational, collaborative work, homework, feedback, and home environment) while learning through an online platform. Based on the study’s findings, the practical implications for academic institutions, curriculum developers, teachers’ trainers and policymakers have been articulated. Vol. 48 (University of Dhaka Centennial Special Issue), June 2022 p.185-203

An Investigation of Mathematics Education Studies Conducted with Turkish Primary Teachers

The studies conducted with in-service and preservice primary teachers in the field of mathematics teaching are among the research areas that are important and will not lose their importance soon as the outcomes of these research areas are critical for teaching mathematics in primary education and restructuring teacher education programs. As the number of studies in this field conducted in recent years increases, the necessity of reference research that will guide future studies and evaluate the status of current ones comes to the front. Using the method of systematic reviewing, research studies on mathematics education, which are published in the journals indexed in ULAKBİM, conducted between 2010-2021 years, and conducted with in-service and preservice primary teachers in Turkey, were examined. A total of 100 research studies were analyzed by using content analysis. All the studies were examined focusing on their research area, learning area, research method, data collection tools, sample and sample size, and data analysis methods. This study aimed to reveal the research trends in Turkey first. The secondary goal of the study is to guide future research studies by revealing what is highlighted and missing in the field. Considering research results, researchers can expand and improve research in primary mathematics education.

The development of computational estimation strategies: a longitudinal study with 6- to 7-year-olds

Research showed that the capacity of making simple estimations begins to develop already at the age of five, but little is known about the early development of this estimation capacity and the strategies that underly it. The current study longitudinally followed the estimation capacity and strategies of 332 children from first to second grade of primary school by gathering strategy information through immediate trial-by-trial verbal reports on 14 addition items divided over six number size levels. Both in first and second grade children already used strategies that exhibited a basic understanding of computational estimation. For instance, their verbalizations suggested that they knew that a good estimate had to be close to the exact answer without necessarily coinciding with it. In addition to these rudimentary computational estimation strategies, we observed an increasing urge in those children to solve computational estimation problems by means of exact arithmetic. Implications for the earlier introduction of computational estimation in primary mathematics education are discussed.