Mathematics Education at Primary Schools

Kajian tinjauan ini dijalankan bertujuan mengkaji tahap kesediaan guru sains dan matematik Tahun 3 dari aspek pengetahuan, kemahiran, minat dan sikap dalam melaksanakan Kurikulum Standard Sekolah Rendah (KSSR). Kajian ini juga bertujuan untuk mengenal pasti hubungan kesediaan guru dengan pengalaman mengajar. Seramai 256 orang guru sains dan matematik di daerah Seremban telah dipilih secara rawak berstrata bagi menjayakan kajian ini. Instrumen yang digunakan dalam kajian ini ialah satu set soal selidik. Data dianalisis menggunakan Statistik diskriptif iaitu frekuensi, min dan sisihan piawai serta statistic inferensi iaitu korelasi Pearson. Dapatan hasil kajian menunjukkan tahap kesediaan guru Sains dan Matematik Tahun 3 di Seremban dari segi pengetahuan dan kemahiran berada pada tahap sederhana manakala aspek minat dan sikap berada pada tahap tinggi. Melalui korelasi Pearson menunjukkan bahawa terdapat hubungan yang signifikan antara pengetahuan dan minat terhadap pengalaman mengajar manakala tidak terdapat hubungan yang signifikan antara kemahiran dan sikap dengan pengalaman mengajar Sains dan Matematik Tahun 3.

This paper explores the number learning in 2006 of over 7000 children in the Ballarat Diocese for the purpose of identifying any issues that may inform the development of a Diocesan professional learning plan. The data for each grade level were examined to find if there were any apparent learning, teaching, or curriculum issues. The study found that there was a spread of knowledge within each grade level, and that there were groups of students who may be vulnerable. In particular, it was found that notable numbers of students beginning Grade 6 were not yet able to read, write, order, and interpret four-digit numbers nor use reasoning-based strategies for calculations in addition and subtraction, and multiplication and division. These findings need to inform the professional learning plan.

40 Most primary school teachers would concur that mathematical games are a valuable pedagogical tool to deploy in the primary classroom; however, not all mathematical games are likely to be equally valuable. How might teachers decide which games to introduce in their classrooms? In this paper we attempt to support teachers to address this question through presenting five principles of good mathematical games. Rather than operating as definitive criteria, our intention for presenting these principles is to stimulate critical discussion and to guide teacher decision-making. Examples of mathematical games that we believe appropriately capture each principle are provided.

It is frequently surprising to new teachers (and even those of us with experience) when they find that not only do some children need to recount the group they have just counted to be assured of the total but also that this need seems to be resistant to intervention. Although moving from " counting-all " to " count-on " is sometimes assumed to be constrained by developmental factors, as teachers it is our responsibility to continually explore methods and pedagogies for accelerating such transitions. Similarly, it is surprising how difficult some students seem to find answering questions like 32 + 10, 95 – 10, 326 + 100, etc. Although many students in Year 1 may begin to grasp place value in an elementary sense, applying this knowledge dynamically (i.e., as a number changes), rather than statistically (i.e., to an individual number), is often a far slower process. Moreover, it is difficult to find the right experiences to help students develop fluency in flexibly applying their knowledge of place value to solve such problems. This in turn delays their ability to answer multi-digit addition and subtraction problems using more sophisticated partitioning and compensation strategies (e.g., 37 + 49 = 86 because 37 + 50 = 87 and 87 – 1 = 86). In this short article, we present the principle of Dynamic Counting, and a set of activities related to this principle, as a teaching tool that might be useful in addressing both of these issues.

Despite teacher enjoyment of teaching being associated with a range of benefits for teachers and their students, little research exploring the characteristics of teachers who enjoy teaching mathematics exists. Semi-structured interviews were conducted with ten teachers who scored in the top third in terms of their enjoyment of teaching mathematics from a sample of 118 generalist, early-year primary school teachers. Thematic analysis of interview data revealed that negative-to-positive turning point experiences were commonplace amongst high-enjoyment primary teachers, but so too were reports of consistently positive feelings towards mathematics throughout their entire lives. While most articulated a passion for teaching mathematics, all teachers considered instances when students experienced ‘light bulb’ moments in their mathematical understanding that made a mathematics lesson enjoyable to teach. An important implication of our research is that one need not be a ‘maths person’ to co...

This article outlines teaching ideas appropriate for primary mathematics. It is mainly aimed at primary school teachers and teacher-researchers.

Build on students' love for doubling by introducing exponential growth with this strategic bingo game.

W rozdziale podjęto próbę refleksji nad wycinkiem współczesnego dzieciństwa związanym z kształtowaniem i dekształtowaniem kompetencji matematycznych. W pierwszej jego części zakreśliliśmy szkolne (zarówno teoretyczne, jak i praktyczne) uwarunkowania rozwoju kompetencji matematycznych małego ucznia. W kolejnej przedstawiliśmy wyniki badań własnych – diagnozę stanu kompetencji matematycznych dzieci kończących edukację elementarną. Ostatnia – trzecia – część rozdziału poświęcona jest poszukiwaniom społeczno-kulturowych determinantów kompetencji matematycznych dzisiejszych dzieci.

This article outlines teaching ideas appropriate for primary mathematics. It is mainly aimed at primary school teachers and teacher-researchers. It introduces two game-based activities ‘Can you find another way?’ and ‘How many plates to create?’, collectively referred to as The Plate Games. Both these games allow students to explore the part-whole concept through representing a given whole number in different ways. In addition, they reinforce conceptual subitising, as well as the four counting principles.

No contexto da implementação do Projeto Prof DA do Programa "ProSucesso-Açores pela Educação", da Secretaria Regional da Educação do Governo dos Açores, e da Oficina "Matemática Passo a Passo", da Universidade dos Açores, os autores apresentam 5 estratégias de cálculo da adição e subtração, a implementar no 1.º ano de escolaridade, bem como os requisitos prévios a essa abordagem e o seu impacto em aprendizagens futuras.

This paper explores the number learning in 2006 of over 7000 children in the Ballarat Diocese for the purpose of identifying any issues that may inform the development of a Diocesan professional learning plan. The data for each grade level were examined to find if there were any apparent learning, teaching, or curriculum issues. The study found that there was a spread of knowledge within each grade level, and that there were groups of students who may be vulnerable. In particular, it was found that notable numbers of students beginning Grade 6 were not yet able to read, write, order, and interpret four-digit numbers nor use reasoning-based strategies for calculations in addition and subtraction, and multiplication and division. These findings need to inform the professional learning plan.

This study seeks to investigate the relationship between digital citizenship levels of pre-service primary school teachers and their democratic values. The research was designed in descriptive survey model. The research was conducted with the participation of 346 pre-service primary school teachers (juniors and seniors) from Adnan Menderes University and Muğla Sıtkı Koçman University. “Digital Citizenship Scale” developed by İşman and Güngören (2014) and “Democratic Values Scale” developed by Çermik (2013) were used as the data collection tools. The data were analyzed through descriptive statistics and t-test while the unrelated samples were analyzed through one-way analysis of variance. Also, the relationship between the variables was analyzed by using correlation analysis. The results of the analyses reveal that there is a statistically insignificant difference among the pre-service primary school teachers’ digital citizenship scores in terms of the variables of gender and class. As for the democratic values scores, it is observed that there is a statistically significant difference among the pre-service primary school teachers’ scores in terms of gender, having access to the Internet connection, the duration of the Internet use experience, and the duration of daily Internet use.  There is also a statistically significant difference among the digital citizenship scores in terms of having the Internet connection, the duration of the Internet use experience, the duration of daily Internet use, and perceived level of the Internet using skills. Democratic values scores differ significantly in terms of class and perceived level of the Internet using skills. When the scores taken from the digital citizenship and democratic values scales are analyzed, it is observed that there is a weak positive correlation between these two variables.

new new This issue of The Progress of Education Reform reveals five surprising findings about the strong relationship between early math instruction and later student achievement. Researchers have found that early knowledge of math not only predicts later success in math, but also predicts later reading achievement even better than do early reading skills. The paper concludes with implications and recommendations for state policy that will support the development of early math competencies and young children. (Doug Clements and Julie Sarama, University of Denver, October 2013)

Para desarrollar el pensamiento crítico en el ámbito educativo, uno de los principios esenciales de la vida en democracia, se dispone de numerosos recursos, entre los cuales se encuentran los textos de diversa naturaleza. El alumnado debe ser capacitado para examinarlos críticamente, y a este fin pueden contribuir los mismos materiales utilizados, al presentar estrategias de promoción del pensamiento crítico. En este artículo se pone el foco en un género literario en el que se da tal circunstancia, el álbum ilustrado. Dado que el examen textual requiere de guías lo que se va a plantear es el diseño y evaluación de un modelo de análisis, que se ofrece tanto al campo científico como al profesorado. El objetivo es identificar los mecanismos empleados en los álbumes para fomentar el pensamiento crítico en su público lector. Tras el proceso de validación y diseño definitivo se ha obtenido una herramienta manejable y operativa que se aplica a las obras acompañándola de un análisis crítico...

This article outlines teaching ideas appropriate for primary mathematics. It is mainly aimed at primary school teachers and teacher-researchers. Read the classic story by Pat Hutchins, The Doorbell Rang and use this story as an opportunity to introduce this corresponding challenging task. The task, which has been used with Year 1 and 2 students, introduces the sharing model of division, and provides a chance to explore the connections between addition, multiplication and division.

Para desarrollar el pensamiento crítico en el ámbito educativo, uno de los principios esenciales de la vida en democracia, se dispone de numerosos recursos, entre los cuales se encuentran los textos, de diversa naturaleza. El alumnado debe ser capacitado para examinarlos críticamente, y a este fin pueden contribuir los mismos materiales utilizados, al presentar estrategias de promoción del pensamiento crítico. En este artículo se pone el foco en un género literario en el que se da tal circunstancia, el álbum ilustrado. Dado que el examen textual requiere de guías lo que se va a plantear es el diseño y evaluación de un modelo de análisis, que se ofrece tanto al campo científico como al profesorado. El objetivo es identificar los mecanismos empleados en los álbumes para fomentar el pensamiento crítico en su público lector. Tras el proceso de validación y diseño definitivo se ha obtenido una herramienta manejable y operativa que se aplica a las obras acompañándola de un análisis crític...

This paper outlines a tutoring initiative intended to re-engage students who have become alienated from mathematics class at school. The initiative is focused on priming students for their subsequent mathematics lessons, and is referred to as “Getting Ready in Numeracy” (G.R.I.N.). Following a discussion outlining the principles of G.R.I.N., data from interviews with G.R.I.N. tutors and classroom teachers are presented. Findings suggest that participating in G.R.I.N. enhanced student engagement in mathematics and helped foster a growth mindset. Analysis of interviews also revealed some of the challenges associated with the initiative, in particular, issues relating to communication and coordination, such as: understanding the purpose of G.R.I.N., timetabling, planning and having sufficient students in the target group. In addition, in some instances, tensions between the professional and pedagogical expertise of the G.R.I.N. tutor and classroom teacher required navigation. Recommend...

Fairy tales provide wonderful contexts for exploring a variety of important mathematical ideas. Read or retell one of these fairy tales to students and undertake the associated investigation. Afterwards, invite students to reflect on their own favourite fairy tale and then have a go at devising their own narrative-driven, mathematical inquiry.

In response to increasing teacher interest in how to design and implement effective challenging tasks, James presents the Launch/Explore/Discuss model that builds on the work of leading Australian educators and researchers Peter Sullivan, Doug Clarke, and Charles Lovitt.

Most primary school teachers would concur that mathematical games are a valuable pedagogical tool to deploy in the primary classroom; however, not all mathematical games are likely to be equally valuable. How might teachers decide which games to introduce in their classrooms? In this paper we attempt to support teachers to address this our intention for presenting these principles is to stimulate critical discussion and to guide teacher decision-making. Examples of mathematical games that we believe appropriately capture each principle are provided.

In 2016, the Dominican Republic Ministry of Education launched a competency-based curriculum, thus promoting a constructivist and learner-centered pedagogy. However, two years later, a national study found that several obstacles impede the implementation of this curriculum, specifically teachers’ lack of appropriation which resulted in the use of traditional instructional methods such as copying. By further exploring the culture of copying in Dominican public schools, this study contributes to the literature on effective pedagogy at the primary level. Using an ethnographic lens, the research explores the perceptions of four teachers in two schools in order to provide a more nuanced understanding of what it means to be effective in the context of the Dominican Republic. Drawing on data from interviews and observations, the study seeks to address the following questions: How do teachers conceptualize effective teaching and learning? In what ways do these perceptions reveal themselves in the classroom? What facilitators or inhibitors to effectiveness exist? The findings demonstrate that teachers construct practical knowledge that allows them to tend to the culture of copying in a more reflexive manner. They reject copying as an effective teaching strategy and demonstrate evidence of a paradigm shift towards constructivism. However, they still resort to using copying as a pedagogical activity due to several reasons: their perceptions of students, of curricular content, and of the political and material conditions in which they work. This study thus argues for more research that explores teachers’ voices and sense-making processes in order to understand not just what teachers do, but why they do it.

Place value understanding is recognised as a critical component in the development of
number understanding for young children. In this paper we investigate the usefulness
of a purpose built app in supporting children’s understanding in German and
Australian contexts. In particular, we investigate whether the app supports the
development of bundling and unbundling. Our findings indicate positive and negative
aspects of the use, which have implications for both teachers and app designers.
Keywords: apps, place value, curriculum, professional development

Classroom, without any iota of exaggeration, is like a theatre or studio where different arts works are moulded into shapes and sizes. Learners are the art work, while the teachers are the artists and the process of moulding is the teaching and learning process, and the strategies and methods used are the materials. Therefore, classroom is a studio where learning and smooth transition from home to the larger society is promoted. No doubt too, there are a lot of pedagogical activities that can make or mar children which are carried out in the classroom irrespective of its level and this compendium chronicles the ABC of teaching the subjects in both primary and secondary schools.
Studies in the various subject areas and levels of education have established that, several factors are responsible for the poor performance of students in the various subjects and at all levels of education. But, at the base of all, is one glaring fact, the quality of teaching in each of these subjects and at the various levels of education system leaves much to be desired.
It is against this background that, many authors address, the causes, the factors and solutions to the poor performance of students in the various subjects at different levels of our education system. Most importantly, there are some chapters that address the better way to teach and the best way to make teaching more rewarding in our classroom. The import of this effort resolve is to explain how to make our learners, more successful in the various subject they offer at different levels of school system.
The expert/professionals have taken pains to research wide in order to apply the available resources at their disposal to address the major issues of how best learner can learn.
The essence of teaching is learning. If students don’t learn, invariably, teachers have not taught. No doubt, the essence of sending students to school is to learn and learn the application of putting what they have learnt into practice. Interestingly now, this product is for you, the classroom practitioners, read it, digest it and use it. Read those other subject metholodogies and strategies apart from your, because some of them contain materials that are relevant to you.
Finally, with our experience in the practice of education and teaching in particular, we are of the opinion that, teachers at all levels of our school system, should prioritise what can make students learn and learn very well.
May your enterprise thrive in this profession.

Teaching mathematics through problem solving is central to contemporary approaches to mathematics instruction, whilst augmenting problem-solving tasks through enabling and extending prompts ensures that a diverse community of learners are provided with opportunities to be optimally challenged, supporting an inclusive classroom environment. However, it has been frequently assumed that teachers should determine when a student should access an enabling prompt, perhaps in part due to concerns that students might be reluctant to seek prompts themselves because of social stigma associated with help seeking. In this paper, we argue that getting students to access prompts of their own volition should be central to teaching mathematics in this manner. One hundred and thirty-two Year 3-6 students completed a questionnaire disclosing their attitudes towards enabling prompts in classroom environments where they were expected to access prompts themselves. Most students consistently reported that enabling prompts empowered them as learners, allowing them to both take responsibility for, and have success with, their mathematics learning. In particular, students valued being able to access prompts when they were stuck on a task, felt that prompts had the power to increase their understanding, and to approach mathematical tasks with more confidence. Students generally did not associate accessing enabling prompts with being ‘bad’ at mathematics and acknowledged that even strong mathematicians might use a prompt sometimes. There was almost no evidence of any stigma or embarrassment associated with accessing enabling prompts. The implication is that classroom teachers can rapidly establish a culture where students access enabling prompts themselves to support learning mathematics through problem solving.

This issue of The Progress of Education Reform reveals five surprising findings about the strong relationship between early math instruction and later student achievement. Researchers have found that early knowledge of math not only predicts later success in math, but also predicts later reading achievement even better than do early reading skills. The paper concludes with implications and recommendations for state policy that will support the development of early math competencies and young children. (Doug Clements and Julie Sarama, University of Denver, October 2013)

The Journal of Nursery and Primary Education Instructors in Nigeria is established purposely to cater for findings of research emanating from  researchers ,scholars ,policymakers and the reports on teachings in early childhood education and primary Education. It ultimately aims to:
1) provide classroom- based research that focuses on pre-primary and primary education in Nigeria and beyond
2) encourage practitioners and academics on projects that will facilitate quality teaching and learning in Nigeria schools
3) promote fora for exchange of novel and trends for teachers ,caregivers and other stakeholders in nursery , primary and other allied related courses
The Association emphasizes presentations and articles with strong bias on childhood education, Pedagogy, Curriculum Development, ICT related issues, Continuous professional development etc

MANUSCRIPTS SUBMISSION
Any interested scholar and researcher should please note the following:
i. Articles should not be more than 12 double -spaced of A4 paper all inclusive (Abstract of not more than 250 words)
ii. Submit 3 copies of the article
iii. Findings and book reviews of relevant and current publications in nursery , primary and other related matters are welcome,
iv. Publication fee will be determined according to the production crew and will be based on current market survey after the peer review.
v. Kindly direct your article(s) or further ENQUIRIES to the head of crew,Dr. Odebowale  Ireti Tina, Department of Educational Foundations & Counselling Psychology ,Lagos State University, Ojo Lagos

Email:anpein2016@gmail.com

Thinking is the process of deciding what to believe or what to do by making sense of the current situation as an action that keeps the brain functioning continuously (Cüceloğlu, 1999). Thinking, which is a mental product, realizes thanks to the interactions between elements that exist in the mind, and if adaptation, reasoning or judgment is to be made, it reaches the result by activating affective inputs in mental processes (Jones, 2019). Environmental factors, education level and social environment are important factors in the development of an individual's thinking skills (Özdemir, 2005). It is divided into many different types in terms of thinking, purpose and skills. For example; creative thinking, critical thinking, analytical thinking, metacognitive thinking, divergent thinking, convergent thinking, lateral thinking, algorithmic thinking and critical thinking (Çiftçi, 2017). According to NACE (2017), employers rated the need for critical thinking/problem solving as the most needed competency for career readiness. During the last two decades students at higher education are being more exposed to the concept of critical thinking as a way to improve not only their professional skills, but their personal competencies as members of a global community (Altuve, 2010; Crenshaw, Hale, & Harper, 2011; Facione, 2013; Moore, 2013; Villarini, 2003). Halpern (2014) warns that in our era, in which a myriad of knowledge can be easily accessed at one click, it is important to teach students to be critical and effective thinkers. Critical thinking is usually related to other skills that are considered key in the 21st century in students’ learning process, with stakeholders, andin everyone’s family life: metacognition, motivation, and creativity (Moeti, Mgawi, & Mealosi, 2017). Critical thinking is a competence student need in their personal and professional lives. Therefore, universities should do their best to include this in their teaching programs and classroom practice. Since there is no clear definition of critical thinking competence and many new methodologies need to be developed to develop this skill, it seems to be an issue that educators should focus on for many years (Bezanilla, et al., 2019). This study was conducted on the classroom teacher candidates' levels of using critical thinking skills through advertisements. This work was carried out with 14 teacher candidates in 3rd grade, the classroom education department of a university in South Anatolia region in Turkey. Before the data were collected, a questionnaire study was carried out on how to reflect their critical thinking skills to prospective teachers in the most comfortable way. This survey included topics such as social problems, covid-19 process, cultural values, our education life, personal development, individual needs, global problems, communication problems and advertisements. Since it was concluded that more than half of the students participating in the study chose the subject of advertising, this study was conducted on advertisements. The opinions and critical approaches of the advertisements given to the pre-service teachers to watch and interpret were analyzed. When the results were examined, it was concluded that the advertisements of the teacher candidates were generally gathered in the themes such as violation of ethical values, products that do not reflect the truth, subliminal messages, gender inequality, and women's body preemptive of products. In general, it can be said that pre-service teachers can look at advertisements critically, but some of them have very superficial implications. The reason for the pre-service teachers' such shallow answers may be that they have not received any thinking training throughout their education. For this, at least after high school education, it can be suggested that the courses with the content of thinking education should be included in the curriculum.

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DIGITALIZATION IN TEACHER EDUCATION: IMPLICATION FOR POLICY AND CURRICULUM REFORMS - EZEIRUAKU Melvina Ngozi; AKUBUGWO Ijeoma Ginikanwa & OKORONKWO, N.M.
EFFECT OF STREET HAWKING ON THE ACADEMIC PERFORMANCE OF PRIMARY SCHOOL PUPILS IN ILESA EAST LOCAL GOVERNMENT AREA OF OSUN STATE – AGBOLA, Olayinka Jerry
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DYNAMICS OF MIGRATION IN INONGO-VI-MAKOME’S NATIVES AND ONYEKA’S THE HUSTLERS - ABIOLA, Olufemi (PhD)
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English Language for Education Dissertation of the Year 2016.

Mathematics seems to be both revered and reviled by society, as those who possess mathematical knowledge are highly respected, while the subject itself is often perceived as an abstract and isolating practice. Children’s mathematical beliefs have been found to impact upon interest, enjoyment and motivation in this subject, influencing attainment and career choices. This research utilizes McDonough & Sullivan’s (2014) creative interviewing methods, to explore year one children’s beliefs about mathematics and mathematicians. These children are at a critical point of transition in their educational journey, experiencing formal mathematical pedagogy for the first time. A “what is maths?” task has been used to examine beliefs about the nature and difficulty of mathematics; also, a visual vignette activity, presenting a child’s drawing of a stereotypical mathematician, has been used to promote discussion about the role of mathematicians. Findings indicate that beliefs about the nature of mathematics are influenced by pedagogical approach and, while children are able to express mathematical activity both inside and outside of the school environment, these beliefs are generally framed by children’s experiences of the classroom. The research also finds that year one children perceive the role of mathematicians as classroom teachers of mathematics, utilizing their knowledge of ‘teacher as expert’ to construct beliefs in line with their own experiences.