Primary School Mathematics Curriculum Research Articles

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.

Peningkatan kompetensi profesional guru SD melalui pelatihan pengembangan Iceberg matematika realistik berbasis budaya lokal

Mathematics education needs to be taught meaningfully using problem contexts and facilitating reasoning, modeling, collaboration, and connection with other mathematical concepts. This community service project aimed to train primary school teachers in developing Realistic Mathematics Education (RME) 'icebergs' utilizing the local cultural context of Magetan. Twelve primary school teachers in Magetan participated in the RME training, which focused on developing the RME 'icebergs' through exploratory and contextual approaches. The research method included face-to-face sessions, group discussions, and individual tasks to design relevant learning materials. The training results showed significant improvement in the understanding and application of RME. Before the training, teachers faced challenges in engaging students in grades 4-6 and in using local context in mathematics teaching. Post-training, 67% of the teachers demonstrated a positive change in their teaching approach, shifting from lecture and drill methods to an RME-based approach. Additionally, 50% of the participants successfully developed RME icebergs that integrated problems within the local cultural context of Magetan. The training evaluation indicated that over 50% of participants responded positively, showing increased knowledge about realistic mathematics and the application of culturally contextualized problems. The conclusion of this study asserts that the RME approach, especially when combined with local cultural context, is effective in enhancing mathematics teaching skills and enriching numeracy literacy among primary school teachers. The implications of this research suggest integrating RME into the primary school mathematics curriculum to develop critical thinking, creativity, and collaboration skills in students, in line with the demands of the 21st century

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.

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.

Reflections of Inclusion in Primary School Mathematics Curricula: A Historical Analysis

Bu çalışmada, Cumhuriyetin ilanından günümüze ilkokul matematik öğretim programlarında gerçekleştirilen düzenlemelerin kapsayıcılık özelinde karşılaştırmalı olarak incelenmesi amaçlanmıştır. Nitel bir araştırma olan bu çalışmada doküman analizi yöntemi kullanılmış ve resmi müfredat dokümanları içerik analizi tekniği ile çözümlenmiştir. Araştırmanın veri setini Cumhuriyetin ilanından günümüze uygulamaya konulan 12 resmi öğretim programında yer alan yazılı metinler oluşturmuştur. Analizler sonucunda tarihsel bağlamda ilkokul matematik öğretim programlarında kapsayıcılık; her, tüm, bütün gibi genel kapsayıcılık vurgusu, eğitim engeli olan bireylere ulaşma, özel gereksinimli bireyleri dikkate alma, bireysel farklılıkları dikkate alma ve kültürel farklılıkları dikkate alma özelinde beş farklı kategoride karşımıza çıkmaktadır. Araştırma sonuçları kapsayıcılık bağlamında Cumhuriyet programlarında çeşitli düzenlemelerin yer aldığını ve bu düzenlemelerin tarihsel süreç içerinde farklılık gösterdiğini ortaya koymuştur. Ayrıca, kapsayıcılık özelinde en kapsamlı düzenlemelerin 2015 ve 2017 yıllarında yapıldığı belirlenmiştir. Bununla beraber 1926 dışındaki tüm programların bireysel farklılıklara yer vermesi bu programların ortak özelliği olarak karşımıza çıkmaktadır. Son olarak 1936 programı eğitim engeli olan öğrencilere dikkat çeken tek program olma özelliği taşımaktadır.

Relationship between Elementary School Students' Numeracy and Number Sense

Numbers are fundamental mathematical concepts that underlie various other mathematical principles. This research investigates the relationship between number sense and the numeracy abilities of fifth-grade elementary school students. A cross-sectional survey method was used, with 205 respondents voluntarily participating. The results showed a reciprocal relationship between number sense and numeracy in elementary school students. Emphasising number sense can enhance flexibility in numeracy solutions. Number sense can be developed through assigning math tasks related to the students' environment or associating it with other learning processes. The study emphasises the importance of number sense in the primary school mathematics curriculum.

The Cultivation of Students' Logical Thinking in Chinese Primary School Mathematics Education

Mathematics is a subject that studies concepts such as quantity, structure and space and their changes. From a certain point of view, it belongs to a kind of formal science. Mathematics develops from counting, calculating, measuring, and observing the shape and motion of objects using abstraction and logical reasoning. Logical thinking ability refers to the ability to analyze, generalize, synthesize and judge reasoning problems, which is mainly manifested in mathematics. Therefore, mathematics education plays an important role in the cultivation of primary school students' logical thinking. The goal of this paper is to understand how mathematics education in primary schools in China fosters logical thinking in students. This paper adopts the method of qualitative research and conducts research through literature research and comparative analysis. The author will analyse the aspects of educational mode, educational content and educational tools, etc. To explore how Chinese primary school mathematics curriculum develops students' logical think. Logic training is a long-term process. Therefore, China has done very detailed training in primary school students' logical thinking. This is especially reflected in primary school mathematics education, including mathematics classroom teaching content, teaching methods and teaching strategies.

Analysis of Mind and Intelligence Games for Primary School Mathematics Curriculum Learning Outcomes

Purpose: In this study, the Turkish Federation of Mind and Intelligence Games used in Intelligence Games Education in TeacherEducators are analyzed for primary school mathematics curriculum learning outcomes.Design/Methodology/Approach: This study uses a document analysis model among qualitative research methods. Thedescriptive analysis method among qualitative data analysis techniques was applied for data analysis.Findings: As a result of the research, it was determined that the most outcomes and game matches were in the 1st grade; mindand intelligence games mostly matched with outcomes in learning areas of numbers and operations and geometry; It is seenthat the outcomes under the sub-learning domains Spatial Relations, Geometric Objects and Shapes, Natural Numbers matchmore with the game contents.Highlights: The study results show that mind and intelligence games were included in the Ministry of National Education(MoNE) curriculum in 2013. In the following years, the subject received interest in investigating its contributions to theeducation field. This study might recommend that skills aimed for the mathematics class might be offered based on intelligencegames when the curriculum is considered based on activities.

Primary School Teachers and Students’ Opinions of the First-Grade Mathematics Curriculum in a Turkish Context

This research was carried out to determine the opinions of teachers and students in-depth regarding the primary-school first-grade mathematics curriculum in a Turkish context. This study was designed in accordance with a mixed research method to achieve this goal and to examine the situation that emerged during the implementation of a curriculum. The data collection tools were the “Mathematics Curriculum Evaluation Scale,” semi-structured teacher and student interviews, and an observation form. The thoughts of teachers and students regarding the primary school mathematics curriculum were determined in-depth, and the situations that emerged during the implementation of the program were examined. The research population comprised first-grade teachers working in primary schools in central districts of Turkey. Descriptive statistics and content analyses were used for the data analysis. Based on the results, it was concluded that the general structure and objective of the mathematics curriculum were sufficient.

Can Music Support Calculation Skills A Pilot Study Using Electrophysiological Measures

The purpose of this study is to electrophysiologically assess the effect of an individualized education program supported with musical activities on the success of primary school students with computational difficulties. A mixed-methods design consisting of qualitative and quantitative methods was employed as the research model. The research group consists of four students with mild special learning difficulties and learning difficulties in mathematics, among the students attending the third and fourth grades at a primary school in Kütahya city center. By examining the primary school mathematics curriculum, 12 mental processing gains were identified for addition and subtraction, one of the third-grade mental processing gains. An assessment form, training module, and math songs were prepared in line with these acquisitions. An assessment form was applied to the participants as a pre-test and post-test to determine the effect of the training module and math songs on the students’ success. Additionally, electroencephalogram (EEG) of the participants were recorded before and after the training module, and math songs were applied for 12 weeks. During the EEG recordings, 10 questions were asked to the participants that would enable them to make mental operations. The power densities of the EEG data were calculated using the Welch method in the MATLAB. To analyze the qualitative data of the research, descriptive analysis technique was used. As a result of the study, when the effects of the evaluation form of the participants’ mental processing skills were examined, it was seen that the training module and math songs positively affected the mental processing skills of the students. In addition, it has been shown that the prepared training module and math songs increase the success of the participants, supported by electrophysiological evaluations.

An Evaluation of Mathematical Tasks Designed by Pre-Service Teachers Within the Framework of Task Design Principles

It is important to support pre-service teachers in terms of mathematical task design so as to increase the success of their future teaching. The purpose of this study was to evaluate mathematical tasks designed by pre-service primary and elementary mathematics teachers within the framework of task design principles. For this purpose, a total of 43 tasks corresponding to the learning objectives in primary and elementary school mathematics curriculum were examined through content analysis. Results revealed that pre-service teachers have considered aim of task, classroom organization, students’ prior knowledge and multiple start point principles for all or most of their tasks; measurement and evaluation principle for almost half of their task; and instruction for using materials and student’s misconceptions and difficulties principles for very few of their tasks. This study can provide teacher educators with a guideline for improving their programs to support pre-service teachers in terms of mathematical task design.

Scale for evaluating primary school mathematics curriculum according to Stufflebeam’s CIPP model

Bu araştırmada, Stufflebeam’in CIPP modeline göre ilkokul matematik dersi öğretim programını değerlendirmede kullanılabilecek bir ölçme aracı geliştirilmiştir. Ölçeğin ön deneme formu olarak hazırlanan 76 madde, 213 sınıf öğretmenine uygulanmıştır. Verilerin analizinde SPSS 22 ve Lisrel 8.7 paket programı kullanılmıştır. Ölçeğin yapı geçerliği oblimin döndürme temel bileşenler analizi ile incelenmiştir. Analizler sonucunda ölçeğin toplam varyansın %75.04’ünü açıklayan 7 faktörden oluştuğu görülmüştür. Madde analizi sonucunda tüm maddeler olumlu olmak üzere toplam 43 maddeli beşli likert tipinde bir ölçek elde edilmiştir. Ölçeğin Cronbach Alfa iç tutarlılık katsayısı .97 olarak hesaplanmıştır. Araştırma sonuçlarına bakılarak, “Stufflebeam’in CIPP Modeline Göre İlkokul Matematik Dersi Öğretim Programını Değerlendirme Ölçeği” olarak adlandırılan bu ölçeğin, eğitim alanında kullanılabilecek, geçerli ve güvenilir bir ölçme aracı olduğu belirtilmiştir. Ayrıca araştırma sonucunda, sınıf öğretmenlerinin ilkokul matematik dersi öğretim programına ilişkin görüşleri ile cinsiyet değişkeni arasında anlamlı bir farkın olmadığı ancak mesleki kıdem ve okulun fiziksel imkânları değişkenleri açısından anlamlı bir farkın olduğu tespit edilmiştir. Araştırmadan elde edilen bu sonuçlar, ilgili alan yazın doğrultusunda tartışılmıştır.

Contributions of Reading Comprehension Subskills to Arithmetic Word-Problem Solving among Chinese Primary School Students

ABSTRACT Learning to solve arithmetic word problems is an essential part of the primary school mathematics curriculum. The success of word-problem solving was previously found to relate to reading comprehension ability of children. However, the relationships between specific reading comprehension component skills and word-problem solving remain largely unknown. The current study examined the role of four comprehension subskills – morphological, syntactic, inference making, and comprehension monitoring – in children’s performance on word-problem solving. A total of 129 primary four, Chinese-speaking, children participated in this study. Participants were assessed with tasks of comprehension subskills and arithmetic word problems, as well as two control measures (word reading and nonverbal Intelligence). All four comprehension subskills were found to have unique and significant predictions on children’s equation formation performance. Furthermore, we proposed a model which described the relationships between the comprehension subskills and arithmetic word problems. The appropriateness of the hypothesized relationships was confirmed by path and mediation analyses. The present study not only provides evidences on the specific comprehension subskills that contribute to word-problem solving, but also provides practical implications for mathematics educators, and research insights for future word-problem studies.

ANALYSIS OF LEARNING DIFFICULTIES WITH FRACTIONS IN THREE AFRICAN COUNTRIES: FOCUSING ON THE SCOPE, SEQUENCE AND MODELS OF FRACTIONS

Purpose: This study aims to compare and analyze learning content with regard to fractions, the order in which that content is taught in primary school mathematics curricula, and how it is presented in textbooks in three eastern and southern African countries, Zambia, Ethiopia, and Mozambique as well as to clarify the characteristics of the instruction concerning fraction in each of these countries.
 Methodology: Firstly, we refer to the curriculum to extract information about the learning contents and their order in each grade. Secondly, concerning the meaning of fractions, we refer to the textbooks since we cannot clearly judge from the description in the curriculum. Thirdly, we focus on the common points and differences among the three countries and analyze the causes of difficulty in learning fractions.
 Findings: There is a significant discrepancy between the grades in learning fractions among the three countries. In addition, the learning order differs to a certain degree. A common feature of the three countries regarding the order is the multiplication and division of fractions. For all three countries, while the addition and subtraction of fractions and types of fractions are handled separately by different grades, the multiplication and division are all taught in one grade. Further, how the meaning of fractions is taught is common to all three countries. In all the countries, the part-whole concept of fractions is mainly employed, and the fraction as measurement concept is not taught at all. Unfortunately, since children learn without considering fractions as measurements, their understanding of fractions will be limited.
 Unique contribution to theory, practice, and policy: Regarding fraction, basic research on the teaching content and their order in African countries have not been conducted extensively. While improving the quality of education is a common goal globally, it is paramount to analyze the difficulty in learning fractions from the perspectives of the intended curriculum and textbook. The result will be the implication for revising the curriculum and suggestions for teaching fractions.

Gaining Entrepreneurship Skills with the Activities Designed Related to Primary School Mathematics Curriculum: The Case of Turkey

Abstract: The aim of this study is to gain entrepreneurship skills with activities in mathematics education. With this aim, the Primary School Mathematics Curriculum was examined by the researchers. In this process, data were collected using a document review form developed by the researchers within the framework of Tarhan (2019a). According to this framework, entrepreneurship education includes five dimensions, namely business idea, finance, product design and production, promotion and marketing, investment. Obtained data was analyzed by document analysis method. Through the analysis process, the objectives of the program related to the entrepreneurial skills were determined and the activities were designed in line with these objectives. As a result, it was determined that the activities prepared in order to gain entrepreneurship skills in the Primary School Mathematics Curriculum were not compatible with each grade level and each learning domain. This suggests that some of the objectives are not compatible for gaining entrepreneurship skills. Therefore, any activities could be designed related to objectives and learning domains at some of the grade levels. Moreover, it was also found that there were any studies in mathematics education involving the creation and application of mathematical activities by addressing entrepreneurship elements systematically (dimension, subject, skill, value).

DETERMINING THE REASONS OF DIFFICULTIES OF STUDENTS WITH AUTISM SPECTRUM DISORDER IN ACQUIRING MATH SKILLS

Bu araştırmanın amacı, otizm spektrum bozukluğu tanısı almış öğrencilerin matematik becerilerini edinmede yaşadıkları güçlüklerin nedenlerinin öğretmen görüşleri ile belirlenmesidir. Bu amaç doğrultusunda sınıfında OSB tanısı almış öğrencisi olan öğretmenlerin görüşlerine başvurulmuştur. Öğretmenlerin görüşlerini belirlemek için nitel araştırma yaklaşımlarından durum çalışması deseni kullanılmıştır. Verilerin elde edilmesinde görüşme tekniği kullanılarak yarı yapılandırılmış görüşme formundan yararlanılmıştır. Araştırmanın çalışma grubunu sınıfında OSB tanısı almış öğrencisi bulunan 11 öğretmen oluşturmaktadır. Elde edilen verilerin çözümlenmesinde betimsel analiz kullanılmıştır. Araştırmanın sonucunda OSB’li öğrencilerin matematik öğretiminde karşılaştıkları güçlüklerin OSB’nin bazı karakteristik özelliklerinden, ilkokul matematik dersi öğretim programından ve matematik yöntem ve tekniklerinden kaynaklandığı görülmüştür.

Primary School Teacher Candidates’ Metaphoric Perceptions about “Mathematics Game

Students often experience helplessness learned in this lesson because they perceive mathematics as a difficult lesson. For this reason, the materials used by teachers in this lesson, the teaching strategies / methods they prefer should be in a way to reduce the negativity of students towards mathematics and bring them closer to mathematics. In this sense, teachers can use mathematics games in mathematics lessons. The aim of this research is to examine the primary school teacher candidates' perceptions about mathematics games. In the research, phenomenological research type was used. In the study group of the research, there are 82 primary school teacher candidates who are studying in the Department of Primary Education of a public university.. The data were collected by using form. The data were analyzed by using content analysis. According to the results of the research, it was determined that the primary school teacher candidates' perceptions about the mathematics game were positive and varied. Within the scope of the research, the categories developed regarding the concept of mathematics game showed that the mathematics games should be included in the content of primary school mathematics curriculum. It is thought that these developed categories will guide this process.

Towards a framework for spatial reasoning and primary mathematics learning: an analytical synthesis of intervention studies

The connection between spatial reasoning and mathematics learning and pedagogy in primary school children has been the subject of an increasing number of studies in recent years. There has been no comprehensive analysis, however, of how studies based on spatial reasoning interventions may lead to improvements in students’ mathematics learning in school classroom environments. This article considers 18 studies selected from a combined systematic literature review of 133 studies, from Scopus and Education Research Complete (ERC) using PRISMA, and 23 studies recommended by the research team from bibliographies of major international research centres with a spatial reasoning dedication. This combination approach has allowed a synthesis of research and practice in an analytical way, assisting construction of a framework for spatial reasoning interventions for consideration in developing core knowledge and skills within the primary school mathematics curriculum. The findings highlight the importance of designing and evaluating spatial reasoning programs for primary school children in order to improve students’ mathematics classroom learning, including evidence from standardized tests, as they progress through the school system. The article supports the need for further research on interventions that provide sustainable school-based spatial reasoning programs.

Creative thinking in mathematics curriculum: An analytic framework

Current approaches in mathematics education promote the teaching of creative thinking (CT) to develop a deep conceptual understanding of mathematics, and many nations are including explicit CT learning goals in their curriculum. The goals alone are not enough; appropriate curriculum materials should be used in the classroom if students are to acquire CT skills. This paper describes the development of a framework to analyze CT in primary school mathematics curriculum materials. It then applies the framework to primary school math textbooks in the context of the Israeli curriculum. The framework includes nine categories under three overarching themes: lateral thinking, divergent thinking and convergent-integrative thinking. Although the CT themes are covered, the textbooks provide much more opportunity to engage with CT in mathematics in grade one than in any other grade, but the curriculum sets the same CT objectives for all students. Further, the textbooks have emphases that do not necessarily correspond with the emphasis in the official curriculum. The proposed framework permits the assessment of curriculum materials, an important mediating factor between curriculum and instruction. It can show which activities and materials promote the development of students’ CT and which do not.

İlköğretim Matematik Öğretmenlerinin Hazırladıkları Testlerin Öğretim Programı Kazanımları Açısından Bir Analizi

Bu çalışma, matematik öğretmenlerinin sınavlarında sordukları soruları, İlköğretim Matematik Dersi 8. Sınıf Öğretim Programında yer alan kazanımlar ve çalışma takvimine uygunluğu açısından incelemeyi amaçlamaktadır. Bu amaçla Manisa ili Demirci ilçesinde görev yapan 13 farklı ortaokuldaki 8. sınıf matematik dersine giren 18 matematik öğretmeninin hazırlamış olduğu, 548 sorudan oluşan 30 adet sınav kâğıdı doküman analizi yöntemi ile incelenmiştir. Araştırma bulguları, soruların %88’inin 8. sınıf matematik dersi öğretim programındaki kazanımlara yönelik hazırlandığını göstermektedir. Bunun yanında, test maddelerinin bir kısmının aynı anda birden çok kazanımı ölçmeye yönelik, bir kısmının alt sınıf kazanımlarına yönelik olarak hazırlandığı, bir kısmının da çalışma takvimine göre doğru zamanda sorulmadığı belirlenmiştir. Diğer taraftan, soruların ölçtüğü kazanımların yüzdeliklerinin öğretmenlere göre önemli ölçüde farklılaştığı tespit edilmiştir.