Primary School Mathematics Teachers Research Articles

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.

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.

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.

İlköğretim Matematik ve Türkçe Öğretmenlerinin Uzaktan Eğitime Bakışları: Bir Ölçek Geliştirme Çalışması

This study aimed to develop a valid and reliable scale to determine the attitudes of primary school mathematics teachers and Turkish teachers who started to give distance education due to the transition from normal education to distance education during the COVID-19 pandemic. First, a literature review was conducted, and then an item pool of 119 items was created. The created items were examined by five field experts and one language expert. After the examinations, the remaining 59 items and 145 teachers in six districts of Balıkesir province were piloted, and data were collected. An explanatory factor analysis (EFA) of the collected data was performed. As a result of EFA, a scale consisting of five factors and 16 items was developed. The scale formed as a result of EFA was applied to a larger sample group (N = 321). A confirmatory factor analysis (CFA) of the obtained data was performed. As a result of the CFA, all fit indices were determined to be good or perfect. As a result, a valid and reliable scale consisting of five factors and 16 items was developed.

Retracted: Effectiveness of Artificial Intelligence (AI) in Improving Pupils' Deep Learning in Primary School Mathematics Teaching in Fujian Province.

[This retracts the article DOI: 10.1155/2022/1362996.].

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.

The Complexities of Mathematical Knowledge and Beliefs within Initial Teacher Education: An Analysis of Three Cases

This study arose from a desire to investigate initial teacher education for primary school mathematics teachers in Hong Kong. A conceptual framework for analyzing pre-service teachers’ mathematical knowledge and beliefs informed this qualitative investigation. The purpose of the study was to scrutinize both the cognitive and affective domains in mathematics teaching of pre-service primary teachers within the analytical framework. This paper seeks to capture three cases of Hong Kong pre-service primary teachers holding different views about mathematics teaching and learning as revealed by a beliefs survey. Their mathematical knowledge was examined along with a questionnaire, individual interviews, and an analysis of the lesson plans they provided. Through triangulation, it was found that these pre-service teachers’ beliefs about mathematics teaching and learning correspond to their pedagogical content knowledge to some extent. The results of lesson plan analysis were mostly consistent with those in the questionnaire and interviews although some of the interview data were inconsistent with the questionnaire results. Such inconsistency seemed to suggest that pre-service teachers’ reform-oriented mathematical beliefs were impacted by some traditional values such as Confucianism. Implications are discussed regarding the relationship between knowledge and beliefs in mathematics education as well as the theory of teacher competencies.

Exploring Primary School Mathematics Teachers' Strategies for Enhancing Students' Mathematical Writing Skills

This study aimed to determine female mathematics teachers’ level of performance in employing the teaching practices necessary to develop mathematical writing among female primary school students. It used the descriptive survey approach and collected data through observation. The study sample comprised 48 female teachers. The study generated several interesting results, most notably that the mathematics teachers’ level of performance was average, with overall means of 1.92–3, and there were statistically significant differences at the level of ? < .05 in the level of teaching practices employed attributable to teaching experience in favor of the group with fewer than 10 years’ experience. Based on these results, the study makes several recommendations. Primarily, it proposes that training programs for in-service female mathematics teachers should be strengthened, ensuring they cover the teaching practices necessary to develop mathematical writing skills.
 
 Received: 10 May 2023 / Accepted: 22 June 2023 / Published: 5 July 2023

Understanding and practice of active learning among upper primary school science and mathematics teachers

Active learning methods have established significance in the teaching-learning of science and mathematics. This study investigated the understanding, beliefs, self-efficacy, practices, and challenges of active learning among upper primary school (grades 7 and 8) science and mathematics teachers in Ethiopia. Data were collected from 155 teachers drawn from nine schools of Addis Ababa, Amhara, and the Southern Regional States using validated questionnaires and observation. Descriptive analysis was employed to make meaning of the collected data. The result showed that teachers lack to have an appropriate understanding of active learning. But they have shown fairly consistent positive belief and self-efficacy about the outcomes of active learning if they use them in their classes. Teachers believed that they implement active learning to a higher extent. The result further indicated that teachers differ in their understanding, practices, and efficacy of active learning across their gender and educational levels. High teaching load, large class size, lack of teachers' motivation, shorter instructional time, the subject they teach, absence of guidelines for active learning methods at school, and lack of appropriate knowledge and skill of active learning methods were the common challenges reported by teachers. The findings of this study imply that there is a need to enhance teachers’ understanding of active learning and to provide continuous support to them to use active learning even in challenging situations.

Extent does the primary school mathematics teachers in Makkah Al-Mukarramah aware of the manifestations of difficulties in learning arithmetic (dyscalculia) among female students

هَدَفَتْ الدرَاسة للتعرف على دَرَجَة مَعْرِفَة مُعَلِمَات رِيَاضِيات المَرحَلة الابتِدَائية بِمَكَةَ المُكَرَمة بِمَظَاهِر صُعُوبَات تَعلم الحِسَاب (الديسكالوكيا) لَدَى الطالبات، وَلِتَحقيق الهَدَف مِنَ الدراسة تَم اتباع المَنهَج الوصفي المَسحي، وَبِناء أداة الدراسة والمتمثلة في (الاستبانة)، وتكونت عينة الدراسة من (170) معلمة ممن يُدَرِسن الرياضيات في المدارس الحُكومية بمكةَ المكرمة، وتوصلت الدراسة إلى أنّ درجة معرفة معلمات رياضيات المرحلة الابتدائية بمكة المكرمة بمظاهر صعوبات تعلم الحساب لدى الطالبات كانت (مُتَوسِطة)، كما بينت النتائج أنه لا توجد فروق ذات دلالة إحصائية عند مستوى الدلالة (0.05) في درجة معرفة المعلمات بمظاهر صعوبات تعلم الحساب لدى الطالبات وفقاً لمتغيري المؤهل العلمي، وسنوات الخبرة، وبناء على النتائج أوصت الباحثة بضرورة عقد دورات تدريبية لمعلمات الرياضيات؛ للتعرف على صُعُوبَات تَعلم الحِساب لَدى الطالبات ومنها تَحديد الأساليب المُلائِمة عِنْد تَدرِيسهن، والتنوع فِي استخدام الاستراتيجيات، والطرق، والوسائل التعليمية عند تدريس الرياضيات، بِما يُخَاطِب المُتَعلم مَعرفيًا، وَمَهَارِياً، وَوِجدَانِيًا.

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.

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.