Instruction In Grades Research Articles

FEATURES OF DEVELOPMENT OF LOGICAL THINKING IN ELEMENTARY MATHEMATICS CLASSES

The elementary school mathematics course is an organic part of the school mathematics course. The most basic and age-appropriate elementary concepts of mathematics taught in grades V-XI are given. In higher grades, these concepts are taught in an expanded, deepened and enriched manner. Therefore, the content of primary grade mathematics determines the content of higher-grade mathematics.

Examining the Effect of Resource Constraints on Teaching and Learning of Grade 12 Mathematics in Gauteng Community Learning Centres

The study focused on the effects of resource constraints on the teaching and learning of Grade 12 Mathematics in Gauteng Community Learning Centres (CLCs) in South Africa. It highlighted the historical and socio-economic context of apartheid and its enduring effects on educational inequalities. The lack of resources in CLCs, including substandard facilities, scarcity of teaching materials, and under-resourced teachers, was identified as a persistent issue. Grade 12 Mathematics is a vital subject for higher education and career paths, and proposed solutions include using deliverology and implementation science to mitigate these challenges.The methodology involved a multiple-case study design, with semi-structured interviews conducted with Grade 12 Mathematics teachers in CLCs in the Gauteng North region. Thematic analysis was used to analyze the qualitative data gathered from the interviews. The findings highlighted a severe lack of resources in CLCs, reliance on out-dated and borrowed materials, and a heavy burden on teachers to supply resources. Challenges included limited access to basic materials, financial and logistical strains on teachers, and a negative impact on teaching quality. Furthermore, the implications of these findings suggest that addressing resource constraints through these frameworks could significantly enhance the quality of Mathematics education in CLCs. The study recommends a strategic approach using deliverology and implementation science, focusing on structured goal setting, capacity building, stakeholder engagement, continuous improvement, policy advocacy, and technology integration to improve Grade 12 Mathematics delivery. These recommendations are aimed at mitigating the adverse effects of resource constraints and improving the teaching and learning of Grade 12 Mathematics in CLCs.

Reading Comprehension Instruction: Evaluating Our Progress Since Durkin’s Seminal Study

ABSTRACT Purpose: Nearly 50 years ago, Durkin (1978–1979) conducted a seminal observation study on reading comprehension teaching in Grades 3 through 6. She reported that teachers rarely taught reading comprehension (less than 1% of instructional time). Since then, we have gained substantial knowledge about teaching reading comprehension. We aimed to comprehensively review direct observation studies of reading instruction to understand the extent to which recommended comprehension practices are implemented in schools. Method: A systematic search of the extant literature identified 66 observation studies of reading comprehension instruction for children in K–12 schools, including a total of 1,784 teachers. We employed a mixed-method systematic review to address the research questions. Results: Integrated analyses revealed that reading comprehension instruction infrequently aligned with research-based practices. Findings revealed that, on average, 23% of instructional time during reading/language arts instruction was dedicated to reading comprehension. Like Durkin’s study (1978–1979), the results indicated that teachers spent much of this time engaging in initiation-response-evaluation conversation patterns rather engaging students in extensive discussion of text or teaching knowledge or practices (e.g. text structure, reading comprehension strategies) that support reading comprehension. However, analyses suggested that studies conducted after 2000 reported more research-based reading comprehension practices than earlier studies. Conclusions: These findings suggest a substantial gap persists between the reading comprehension practices identified as research-based and those observed in typical practice. There is a need for renewed efforts to prioritize reading comprehension instruction in policy and practice.

Effectiveness of Scientific Calculators’ Usage in the Teaching and Learning of Grade 11 Parabola Functions to Improve Learner Performance

The use of scientific calculators in teaching parabola functions has been shown to have significant effect in learner performance. This study examined the effectiveness of scientific calculators’ usage in the teaching and learning of Grade 11 parabola functions to improve learner performance. Bandura’s observational learning theory underpinned this study. A non-equivalent quazi-experimental design was espoused to collect data from the experimental and control groups. A pre-test and a post-test were administered to both experimental group and control group in the same day and at the same time, to avoid contamination of results. Wilcoxon-Rank sum test was used to determine the significant difference between the two study groups. The results showed that the experimental group performed significantly better than the control groupin the post-test after the implementation of scientific calculators in teaching parabola functions. The study suggests that scientific calculators can be used to teach parabola functions to improve learner performance and advance teacher content knowledge, pedagogical content knowledge and professional development.

Formation of Future Teachers’ Digital Literacy in the Digital Educational Environment of a Pedagogical College

In the era of digital transformation of education, the roles and functions of the teacher are changing, there is a need to update the skills to adapt to new technologies, integrate digital tools into the educational process, develop digital literacy and digital competencies. In this regard, the article updates the problem of training modern teachers who are digitally literate and are able to effectively use digital resources to enrich the educational experience of students. The authors have developed and presented a structural and functional model for the formation of digital literacy of a future teacher, which includes a digital educational environment based on the introduction and use of digital educational content, various digital technologies, and specialized equipment for the educational process. It has been revealed that for the greatest effect of implementing the presented model, it is necessary to use active and interactive methods and forms of learning when integrating formal, non-formal and informal education within the digital educational environment. The study was conducted with students of the following specialties: Preschool education, Special preschool education, Teaching in primary grades, Pedagogy of additional education. The article presents the experience of developing digital skills, which are part of digital literacy, among future teachers within the framework of the modern digital educational environment of a pedagogical college, where today the learning process is built taking into account the requirements of modern standards and on the basis of PBL of the federal project “Professionalitet”. The results of the study made it possible to highlight the main aspects of the effective implementation of digital technologies in the learning process of students as future teachers in the digital educational environment of a pedagogical college and showed an improvement in the dynamics of the formation of digital literacy levels among future teachers. Keywords: digital literacy, digital educational environment, digital educational content, future teacher, pedagogical college

BОSHLАNG‘ICH SINFLАRDА INGLIZ TILINI O‘QITISHDА INTERFАОL USULLАRDАN FОYDАLАNISH

This article argues that effective English language teaching in elementary grades relies on interactive methods that engage more students and promote language acquisition. Explores a variety of interactive techniques such as games, role-playing, multimedia, and coordinated collaborative activities to improve student engagement and learning outcomes. It evaluates the effectiveness of these methods in improving language skills, motivation and overall participation in the classroom. Research results show that interactive methods not only make learning more interesting, but also help improve retention and comprehension in language learning.

A case study of how first-year early childhood teachers figure their roles within the profession and whether to remain in it

ABSTRACT The first year of teaching can be overwhelming, and many early educators in elementary schools located in the United States often choose to exit the classroom. Despite various suggestions for reversing this trend, many early childhood teachers working in elementary schools still leave teaching as their profession’s complexity continues to increase. Here, we examine how first-year early childhood teachers whom we have followed since they enrolled in their teacher education program figured their roles within the profession and whether they thought they would remain in it. Through this analysis, we illuminate the complexity of the world of teaching in which these beginning teachers figured their identities as professionals, and we offer suggestions for teacher educators to employ figured worlds as a construct to support novice as well as preservice teachers as they navigate the realities and unexpected challenges of teaching in the early childhood grades in elementary schools.

ПЕДАГОГИКАЛЫК КОЛЛЕДЖДИН БОЛОЧОК БАШТАЛГЫЧ КЛАССТАРДЫН МУГАЛИМДЕРИНЕ МАТЕМАТИКАНЫ ОКУТУУДА ТААНЫП-БИЛҮҮ МАСЕЛЕЛЕРИН КОЛДОНУУ

The article deals with the development of cognitive abilities in teaching mathematics to students of a pedagogical college specializing in teaching in elementary grades. Cognitive abilities were considered in the article as individual psychological features of the processes of attention, perception, memory, and thinking. To solve the problem of developing the cognitive abilities of primary school students, along with teaching mathematics based on the cognitive-visual method, the tasks of analyzing educational programs, generalizing pedagogical experience, pedagogical observation, forming logical operations and converting empirical material into a mathematical problem are set. The main goal of cognitive training issues, considered in the specialty of teaching in primary classes, is focused on the formation of students' logical operations and includes the development of intellectual qualities of educational and cognitive activity. Cognition is a process of active, purposeful reflection of reality in the mind of a person.

O LÚDICO NA EDUCAÇÃO INFANTIL COMO INSTRUMENTO FACILITADOR DA APRENDIZAGEM

This article aims to highlight some benefits that can be observed with the use of playful activities in the early grades, with early childhood education being an ideal setting for this. As the first stage of basic education, early childhood education seeks the complete development of the child up to the age of 5, in their physical, psychological, intellectual, and social aspects, complementing the role of the family and society. (Art. 29, LDB) The main advantages of using playful activities in lessons as a pedagogical resource include promoting transformations in practice, making it more meaningful and engaging. Children become more motivated to learn, as games and play contribute to the development of various human skills. In this sense, using playful methods in the classroom can be a powerful mediation tool in the teaching and learning process in the early grades, where preschoolers can learn and have fun at the same time, making learning a pleasurable and enjoyable experience.

Animated Video-Based Learning Media on Science and Social Content on the Water Cycle Topic for Fourth Grade of Elementary Schools

There is a lack of use of learning media in the learning process and the learning process is always teacher-centered. This makes it difficult for students to understand the material delivered so that the classroom atmosphere becomes passive. The purpose of the research is to develop a valid and practical animated video-based learning media on the topic of water cycle in grade IV elementary school. The researcher uses the ADDIE model in developing this media with steps including analysis, design, development, implementation and evaluation. This study takes the subject of material experts, media experts, practitioners and student responses, in this study using qualitative and quantitative descriptive analysis methods. The average results of the validity of animated videos from material experts were 95.5% very good, from media experts 92% were very good, from practitioners 98% were very good and from student responses 96.9 were very good. The learning media based on the animated video on the topic of the water cycle was declared to have passed the validity test and is suitable for use in teaching and learning activities for grade IV elementary school students. The implication of this study is that the use of valid and practical animated video-based learning media can improve student understanding, create a more active and interactive learning atmosphere, and shift the learning approach from teacher-centered to more student-centered.

Analysis of orthographic errors in Grade 11 isiXhosa First Language texts

In a selected Western Cape school, Grade 11 isiXhosa First Language (L1) learners’ written language presents errors which seem to be an indication of both their poor linguistic competence and learning performance. Their writing not only reflects various orthographic errors, but also inconsistency in their isiXhosa usage. These errors tend to affect learners’ academic performance when made in written tasks which are used for assessment purposes. Tendencies towards serious violations of the standard orthographic rules are noticeable, and this observation presents concerns in terms of the fate and sustainability of the language. Adopting a qualitative approach, this study examines errors presented in the writings of Grade 11 isiXhosa L1 learners with a view to establishing the nature and scope of these errors. Findings reveal that learners commit a variety of errors and thus demonstrate significant deviation from the standard orthography. This study proposes recommendations in the form of interventions and strategies that are applicable in the teaching and learning of Grade 11 learners’ isiXhosa with a view to maintaining its standard orthography and thus improving the learners’ academic performance.

Formative Assessments in Teaching and Learning Combinatorics Concepts of Grade 10 Mathematics in Sorsogon City, Philippines

This study investigated which between individualized and collaborative formative assessments resulted in better student performance when implemented along with the use of PowerPoint in teaching and learning combinatorics concepts of Grade 10 Mathematics. The respondents in this study were all the Grade 10 students of Osiao Paglingap National High School, one of the coastal public secondary schools in the Schools Division of Sorsogon City. The instruments used were the researcher-made tests, the student participation checklist, and the anecdotal records. The data collected were analyzed using statistical tools such as weighted mean, independent samples t-test, and paired samples t-test. All tests were at 0.05 level of significance. Cohen’s d values were also obtained to determine the effect sizes of individualized and formative assessments as used in facilitating the learning sessions in each group of students. This study found that there was no significant difference between the performance of the two groups of students before the start of the learning sessions, hence, making the two groups ideal subjects of the study. Both groups were taught through direct instruction along with the use of PowerPoint. It was found that students exposed to collaborative formative assessments gained higher mean gain and post-test scores compared to those students who underwent individualized formative assessments. The difference between the performances of the two groups of students, however, was not significant. It has been concluded that both individualized and collaborative formative assessments played an important role in checking the students’ understanding during the teaching and learning of the combinatorics concepts of Grade 10 Mathematics. It was recommended that studies similar to this research be conducted while considering other groups of students according to their diversity. In addition, another group of students that will experience a researcher-designed combination of individualized and collaborative formative assessments may be included in the study.

Implementasi Metode Pembelajaran Aktif Time Token Terhadap Motivasi Belajar Siswa SD Yapita pada Mata Pelajaran Bahasa Indonesia Kelas 6A

Indonesian is taught in grades 1-6 of primary school. Learning is divided into lower and upper grades, with a thematic approach and specialized teaching materials The uniqueness is seen in the thematic approach and teaching materials used. Indonesian language learning in the lower grades aims for students to focus on language skills, understand forms and functions, and use them creatively. This study uses qualitative methods to understand social phenomena from the views of participants. Data was collected from students who conducted teaching assistance at Yapita Surabaya Elementary School for three months. The purpose of the study was to determine the impact of the application of the time token learning method on the motivation of students in class 6A. The research sample consisted of 28 students. The learning strategy encourages changes in the motivation of Yapita Elementary School students in class 6A to learn Indonesian. The time token learning model has advantages in motivating students to participate more independently, improving students' communication skills, and helping students develop habits of listening, sharing, contributing, and accepting criticism. However, the disadvantage of this model is that it can only be used for certain subjects and is not suitable for classes with a large number of students. The steps in time token learning involve conditioning the class for discussion, giving each student a speaking coupon, and awarding points depending on the situation. Students who have used their coupons cannot speak.

몽골 전통문자 교육의 현황

This study reviewed the current Mongolian government's overall traditional character education policy, analyzed how this education policy was reflected in Mongolia's general middle and high school textbooks, and examined the current status of Mongolia's traditional character education based on this. Mongolians have been using ‘Mongol bichig’, Mongolia’s own traditional script, since the 13th century and have a great heritage and history of written culture. As specified in the ‘Law on the Mongolian Language’ resolved in 2015, Mongolia's traditional script, Mongolian bichig, is ‘the precious heritage of the spiritual culture of the Mongolian people, the roots and stem of the nation's civilization, the unity of the nation, the well-being of the nation, and independence. It is a confirmation of independence, and it is also the noble duty of all Mongolians to learn, teach, use, and transmit the Mongolian language. Mongolia began using the cyrillic alphabet as the country's official alphabet in 1946, and with democratization in 1990, it is making great efforts to use both the current cyrillic alphabet and its own traditional script. The Mongolian government has been implementing many policies related to traditional characters since 1995, starting with the ‘Mongolian Traditional Characters National Program I’. Based on these policies, the subject ‘Mongolian Traditional Characters’ is currently being opened and taught in grades 6 to 12 of general middle and high schools.

Enhancing English First Additional Language Teaching and Learning in Grade seven Rural Classrooms: A Comprehensive Evaluation of Teaching Strategies

Enhancing English First Additional Language Teaching and Learning in Grade seven Rural Classrooms: A Comprehensive Evaluation of Teaching Strategies

Bulgarian Language 1st – 4th Grade Teaching and the Contemporary Challenges

The article focuses on the teachers’ frequently made mistakes in the application of the methodical approach in Bulgarian language 1 st – 4 th grade lessons. Some of the problems with the interpretation of linguistic concepts, the Bulgarian language lesson structure and the used methods and techniques are commented. The common mistakes are illustrated with specific examples for the different learning situations of Bulgarian language lessons. Some methodical ideas for overcoming of the observed shortcomings are proposed.

DEVELOPMENT OF MULTIMEDIA INTERACTIVE SCIENCE LEARNING BASED ON CROSS PLATFORM ON HUMAN REPRODUCTIVE SYSTEM MATERIALS IN THE NINTH GRADE OF JUNIOR HIGH SCHOOL

This study aimed to develop a multimedia interactive science learning product that is cross-platform-based (handphone and Laptop) with Articulate Storyline 3 Software. The research method used was Research and Development (R&D) with a waterfall process model from Pressman. The data analysis applied to this study consists of quantitative and qualitative data. The research results: 1). Media expert testing obtained an average value of 3.56, with a very decent category; 2). Material expert testing obtained an average value of 3.77, with a very decent category; 3) Limited Scale Test, using usability assessment on students and teachers, obtained an average system usability scale (SUS) value of 75.625, with an excellent category, so it can be concluded that interactive science learning multimedia on human reproductive system material developed is acceptable (proper) used in the process of teaching and learning activities in the ninth grade of junior high school.

Measuring the Level of the Primary Teachers' Sense of Efficacy for Teaching Reading and its Correlation to Some Variables

The aim of the research was to measure the level of the primary teachers' sense of efficacy for teaching reading and its correlation to some variables. The research followed the descriptive approach, and the descriptive correlational approach. The research used a questionnaire to measure primary teachers' sense of efficacy for teaching reading. The sample of the research consisted of 333 primary teachers in Makkah city. The results of the research revealed that a medium level of the primary teachers' sense of efficacy for teaching reading. In addition, the results revealed that there were no statistically significant differences at the level (α ≤ 0.05) between the mean of the teachers regarding their gender, years of teaching in the primary grades, years of teaching, specialization major, educational preparation, training courses in teaching reading, number of students in the classroom, and the degree level (diploma/bachelor). Moreover, the results revealed that there was a statistically significant difference at the level (α ≤ 0.01) between mean of the teachers regarding their degree level (diploma/postgraduate) in favor of postgraduate, as well as between the degree level (bachelor/postgraduate) in favor of postgraduate. Finally, the results revealed that there were statistically significant differences at the level (α ≤ 0.05) between mean of the teachers regarding obtaining teaching license in favor of who obtained a teaching license. Based on the results of this research, recommendations and suggestions were presented.

Playfulness in Mathematics Teaching in the 5th Grade of Elementary School at Tereza Lemos de Oliveira Santos State School in Atalaia do Norte-AM Municipality

The purpose of the present work is to verify if the teaching of mathematics can become interesting for the students of the 5th year of Elementary School, through the playfulness with the use of mathematical games. In this context, mathematical games: contig 60, multiplication domino, division marathon and integer race, emerged as an educational process, with the aim of promoting teaching and learning through play. As a methodology of qualitative documentary approach, a questionnaire was applied to find out the students’ level of learning, right after, there was a class on the contents of addition, subtraction, multiplication and division. As a complement, the games mentioned above were applied. When the questionnaire was applied again, there was a great improvement in the level of learning of the students in this 5th grade class, in relation to the four basic operations of mathematics. Thus, it can be noted that the use of games enabled the construction of students’ knowledge, thus awakening creativity, logical reasoning and their motor skills. Also, through these activities, a greater interest and curiosity in learning mathematics was noticed in the students.

Teaching and learning of physical sciences grade 11 in rural schools through rural blended learning strategy

The aim of this paper was to explore how teaching and learning of physical sciences using rural blended learning strategy (RBLS) in rural schools occurred. A qualitative case study design was used to collect data from a from a rural school. Hence, it was a purposeful sampling strategy with one physical science teacher and his 45 learners. Data was collected through classroom observation, semi-structured, and focus group interviews. The study found that issues such as digital divide, poor training of teacher, incorrect teaching approaches, workloads, poor parental involvement remain challenges in rural areas, even though the teacher experienced effective institutional support and exposure to e-learning. As such, we noted his ability to create Google Classroom (GC) and WhatsApp platforms and their effective use, even though the same could not be said about the use of video conferencing (VC) platforms. Issues like workload were cited as the barriers to the implementation of RBLS. The teacher also carried on with teacher centered methods, which were not effective not only for the learning of science but also for the implementation of blended learning. Therefore, the teacher failed to flip the classroom. Learners on the other hand found RBLS to be inducing their self-directed learning and motivation. We recommend that more prolonged training on the use of RBLS should be provided, not only to teacher but also to the learners. Department of basic education should engage network providers on the provision of zero-rated data for educational applications such as GC and VC platforms while school governing bodies provide institutional support to both learners and teacher.