Academic literature on the topic 'Mathematics – Study and teaching (Elementary) – Zambia'
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Journal articles on the topic "Mathematics – Study and teaching (Elementary) – Zambia"
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Ergene, Özkan, Melek Masal, Ercan Masal, and Mithat Takunyacı. "Investigating prospective elementary mathematics teachers’ skills of relating origami to topics in mathematics curriculumİlköğretim matematik öğretmeni adaylarının origamiyi matematik öğretim programındaki konularla ilişkilendirme becerilerinin incelenmesi." Journal of Human Sciences 14, no. 4 (November 24, 2017): 3780. http://dx.doi.org/10.14687/jhs.v14i4.4965.
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Origami, known as paper folding art, is used in mathematics education as a teaching tool. The fact that using origami in mathematics lessons makes teaching mathematical concepts easier and makes lessons enjoyable is taken into account, there is as need to improve prospective elementary mathematics teachers’ skills of using origami. In this context, in this study, prospective elementary mathematics teachers’ use of origami with elementary mathematics curriculum was investigated. In this qualitative study which is conducted in the light of non-positivist interpretive paradigm, research design was determined as a case study. 64 prospective elementary mathematics teachers who took Origami with Mathematics elective course and still study in faculty of education at one of the universities which is located in northeast of Marmara region constitute the sample of the study. Data collection tools were diaries collected from prospective teachers on a weekly basis, micro teaching presentations made by prospective teachers and micro teaching folders prepared by prospective teachers. In data analysis process, firstly topics associated to origami models in lessons and then, topics chosen for micro teaching presentations by prospective teachers were analyzed by using descriptive statistics. In diaries, it was seen that most related models to mathematics topics and objectives selected by prospective teachers in curriculum were models which are easy to be made such as pine tree and lily. It was observed that prospective teachers associated origami to seventh grade topics most and these topics generally include geometric concepts. In addition, fractions, ratio-proportion, rational numbers and first degree equations were also selected by prospective teachers. According to the results of the study, at the end of the implementation process, it can be said that prospective teachers’ hand skills developed and their skills of connecting origami to elementary mathematics curriculum improved through origami. Furthermore, they realized that origami can be used in mathematics lessons a teaching tool. Extended English abstract is in the end of Full Text PDF (TURKISH) file. ÖzetKağıt katlama sanatı olarak bilinen origami, matematik eğitimi alanında bir öğretim aracı olarak kullanılmaktadır. Matematik derslerinde origami kullanımının, matematik kavramlarının aktarılmasını kolaylaştırdığı, öğretim sürecini eğlenceli hale getirdiği göz önüne alındığında matematik öğretmen adaylarının origamiyi kullanma becerilerinin geliştirilmesi gerekliliği hissedilmektedir. Bu bağlamda bu araştırmada ilköğretim matematik öğretmen adaylarının ortaokul matematik öğretim programında origami kullanımları incelenmiştir. Pozitivist olmayan yorumlayıcı paradigmanın izlerini taşıyan nitel araştırmada, durum çalışması araştırmanın deseni olarak benimsenmiştir. Araştırmanın çalışma grubunu Marmara bölgesinin kuzeydoğusunda yer alan bir üniversitenin eğitim fakültesinde öğrenim gören ve Origami ile Matematik seçmeli dersini alan 64 ilköğretim matematik öğretmen adayı oluşturmaktadır. Veri toplama araçları olarak öğretmen adaylarına rutin olarak her hafta dağıtılan günlükler, öğretmen adaylarının yapmış oldukları mikro öğretim sunumları ve dosyaları kullanılmıştır. Veri analiz sürecinde, öncelikle ders içerisinde görülen origami modelleri ile ilişkilendirilen konuların, sonrasında ise mikro öğretim sunumları için seçilen konuların betimsel istatistikler ile analiz edilmiştir. Öğrenci günlüklerinde çam ağacı, zambak gibi yapımı kolay olarak nitelendirilebilecek modellerin öğretmen adayları tarafından öğretim programındaki kazanım ve konularla daha fazla ilişkilendirilmiştir. Origami ile yedinci sınıf konularının ağırlıkla ilişkilendirildiği ve bu konuların genellikle geometrik kavramları içeren konular olduğu gözlemlenmiştir. Ayrıca kesirler, oran-orantı, rasyonel sayılar ve birinci dereceden denklemler gibi konularında öğretmen adayları tarafından seçildiği belirlenmiştir. Araştırma sonucunda öğretmen adaylarının origami kullanabilmek için el becerilerinin ve ortaokul matematik öğretim programı ile ilişkilendirme becerilerinin geliştiği, origamiyi matematik derslerinde kullanılabilecek bir öğretim aracı olarak görmeye başladıkları sonucuna ulaşılmıştır.
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Peterson, Penelope L. "The California Study of Elementary Mathematics." Educational Evaluation and Policy Analysis 12, no. 3 (September 1990): 241–45. http://dx.doi.org/10.3102/01623737012003241.
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The purpose of the California Study of Elementary Mathematics is to examine the effects of state education reform in elementary mathematics curriculum on teaching and learning in elementary mathematics classrooms. In this article, we describe the methodology used in the study. We begin by providing an overview of the state policy that is aimed at realizing anew vision of mathematics teaching and learning. Then we describe participants and data collection procedures at each of four levels—state, school district, school, and classroom (teachers and students). We conclude with a description of methods used to collect the classroom-level data from which we constructed the cases in this issue.
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Abarquez, Evangeline Bungao. "The Use of Manipulative in Teaching Elementary Mathematics." International Journal of Linguistics, Literature and Translation 3, no. 11 (November 30, 2020): 18–32. http://dx.doi.org/10.32996/ijllt.2020.3.11.3.
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The purpose of this study is to investigate the effect of manipulative (concrete learning materials) in teaching elementary mathematics. The study employed a pretest posttest quasi experimental design. The study was conducted in two grade 3 sections of San Agustin Elementary School in the school year 2016-2017. The experimental group was taught mathematics using the manipulative while the control group was taught mathematics using the conventional method. Data were collected and analyzed from both the experimental and control groups using T-test, Paired T-test, and standard deviation. As a result of the research, the pretest and posttest scores of experiment and control groups were found to differ significantly in favor of posttest in both groups. There was a significant mean gain difference in the pupils’ pretest and posttest scores in mathematics exposed to manipulative and conventional method. Generally, the use of manipulative in teaching mathematics is more effective than the use of conventional method.
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Kusmaryono, Imam, Mochamad Abdul Basir, and Bagus Ardi Saputro. "ONTOLOGICAL MISCONCEPTION IN MATHEMATICS TEACHING IN ELEMENTARY SCHOOLS." Infinity Journal 9, no. 1 (January 30, 2020): 15. http://dx.doi.org/10.22460/infinity.v9i1.p15-30.
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Elementary school teachers in Indonesia are required to master many subjects to be taught to their students. It is undeniable that the teachers’ mastery of knowledge (material) in some subjects inadequate. Therefore, it is worth to argue that there was a misconception in mathematics teaching in elementary schools. This research was designed using a qualitative approach. The participants of this study were 30 elementary school teachers in Semarang city area, Central Java province, Indonesia. The research data were obtained through questionnaires, and interviews. The purpose of the study was to discuss the types and causes of the misconception of mathematics teaching in elementary schools. Alternative solutions were also presented to problem-solving so that misconceptions do not occur anymore in mathematics teaching. The findings show that, teachers evenly experience types of misconceptions: (1) pre-conception, (2) under-generalization, (3) over-generalization, (4) modelling error, (5) prototyping error; and (6) process-object error in teaching mathematics in elementary schools. Some misconceptions have taken root and are difficult to remove, called "ontological misconceptions" because of teachers' years of belief that the knowledge they received was true when in fact it was not quite right.
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Stoehr, Kathleen Jablon. "Mathematics Anxiety." Journal of Teacher Education 68, no. 1 (December 2, 2016): 69–84. http://dx.doi.org/10.1177/0022487116676316.
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Mathematics educators agree elementary teachers should possess confidence and competence in teaching mathematics. Many prospective elementary teachers (particularly women) pursue careers in elementary teaching despite personal repeated experiences of mathematics anxiety. Previous studies of mathematics anxiety have tended to focus on physical sensations that occur during test-taking situations. This study analyzes how three women prospective elementary teachers described, explained, and related their experiences of mathematics anxiety while learning mathematics as K-12 students and while learning to teach mathematics. My research reveals that mathematics anxiety may reach beyond assessment situations and impact women prospective elementary teachers’ larger mathematical histories. I show how women prospective elementary teachers may interpret mathematics anxiety as specific fears (e.g., loss of social belonging, loss of personal identity, or loss of practical competency) and how specific coping strategies may be invented to cope with the fear. I present evidence of how coping strategies may impede mathematics learning.
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Schwartz, Catherine, and Anne S. Ticknor. "Beginning Elementary Mathematics Teachers Negotiating Leadership Responsibilities." Journal of Interdisciplinary Teacher Leadership 1, no. 2 (July 1, 2017): 3–18. http://dx.doi.org/10.46767/kfp.2016-0006.
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Induction has been given much attention in recent years. Research indicates that a comprehensive program with multiple supports for new teachers including reasonable teaching loads and complete curriculum resources are most effective. However, this is not the reality for many beginning teachers. In a study of a two-year, university-based, mathematics-specific induction program for elementary teachers, we found many first-year teachers were given teacher leadership responsibilities at their schools. These leadership experiences were confounded by school contexts in which curriculum resources were incomplete or competed with the BTs visions of “good” mathematics teaching. Qualitative data included interviews, surveys, written reflections, and researcher field notes from the first year of study. This article reports three first-year teachers’ experiences of significant leadership responsibilities. Findings call for ways to prepare BTs in undergraduate and induction programs for the non-instructional duties in teaching and to develop the agency needed to negotiate school-based contextual constraints.
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Rabbani, Sylvia, and Agni Muftianti. "IMPLEMENTATION OF TEACHING MATERIALS USING A REALISTIC MATHEMATICS EDUCATION APPROACH IN PRIMARY STUDENT MATHEMATICS COMMUNICATION." PrimaryEdu - Journal of Primary Education 4, no. 2 (September 30, 2020): 230. http://dx.doi.org/10.22460/pej.v4i2.1942.
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The main problem in this study is the lack of student communication skills and the lack of RME-based teaching materials that use used goods as a learning medium. The long-term objective of the research to be carried out is to support quality improvement and development of basic and regional education policies at the local and national levels through improving the quality of Indonesia's young generation of hope. The purpose of this study was to obtain an overview of the results of the implementation of teaching materials "mathematics learning in elementary schools". The focus of this research problem is: 1) learning steps using teaching materials and 2). Barriers are felt when learning using these teaching materials. And 3). The implementation of teaching materials uses a realistic mathematics education approach in the communication skills of PGSD students with the help of teaching aids made from used materials. The method used is descriptive qualitative, this study describes the application of elementary mathematics learning teaching materials in mathematics communication of students at the PGSD Siliwangi Teacher Training College and the obstacles in implementing teaching materials. The results of this study were the steps for implementing elementary mathematics teaching materials in mathematics communication for PGSD students..
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Seo, Juyoung, Jakyoung Kim, and Hyejin Kang. "A Study on Attitude toward Mathematics and Mathematics Teaching Efficacy of Elementary Special Education Teacher and General Elementary Teacher." Journal of special education : theory and practice 17, no. 3 (July 30, 2016): 143–63. http://dx.doi.org/10.19049/jsped.2016.17.3.06.
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Dr. Nasrin Akhter, Dr. Munir Khan, and Dr. Muhammad Asghar Ali. "Fun and Amusement in Teaching: Exploring Various Aspects of Teaching of Mathematics at Elementary Level." sjesr 3, no. 2 (June 25, 2020): 198–204. http://dx.doi.org/10.36902/sjesr-vol3-iss2-2020(198-204).
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Mathematics as a subject is considered difficult as well as interesting and enjoyable. children like its challenge, its clarity, and the fact that you know when you are right. The solution to a problem makes a feeling of excitement and satisfaction. The objectives of the study were (i) to explore the fun and amusement in teaching mathematics at the elementary level (ii) to review the existing and required facilities at the elementary level (iii) to find out how students take fun in learning mathematics at the elementary level. Four elementary schools were taken as a sample of the study. The questionnaires were used with the teachers and students separately n the themes related to the fun, amusement, and effectiveness in teaching Mathematics. On the basis of analysis, it was found that the majority of the teachers were teaching the out-dated curriculum which does not satisfy the socio-economic needs of students. Although teachers s and students had fun in their teaching and learning process. It is found that the elementary teachers and students were not up to the mark because they were less equipped as compared to the physical and other basic facilities which should be available in the schools. It is proposed that all schools, including the English medium schools, must follow the education policy in the teaching of mathematics and curriculum. Furthermore, the trained and qualified teachers should be appointed on merit both in the government and private schools.
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Mulenga, Eddie Mumba, and José María Marbàn. "Social media usage among pre-service secondary mathematics teachers in Zambia." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 5, no. 2 (May 18, 2020): 130–47. http://dx.doi.org/10.23917/jramathedu.v5i2.9920.
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Social media technologies have reshaped our lives today and Zambian teachers do a massive use of smart phones, tablets, and other portable tools. In addition, they are continually searching for forefront innovations. Frequently, the utilization of these gadgets is not in manners foreseen by innovation advocates. This study focuses on exploring the use of social media platforms and the impact of such social networking services in the teaching and learning of mathematics by pre-service teachers. To explore pre-service teachers’ use of social media in their teaching and learning experiences, the authors administered an adapted and validated research instrument via a quantitative survey system to a sample of 102 pre-service teachers from the Copperbelt University. Analysis of variance and multiple regression analysis were used to test the interplay of relationships between pre-service teachers’ attitudes towards the use of social media based on year of study and gender, social media use and classroom integration, social media use, and mathematics pedagogy. Further, a statistical test was run to show whether positive correlations existed or not. Results disclosed that respondents showed an average use of social media tools in mathematics and provide a prediction model for pre-service teachers’ future integration of social media in the teaching and learning of mathematics.
Dissertations / Theses on the topic "Mathematics – Study and teaching (Elementary) – Zambia"
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Young, Catherine. "Adaptation of the mathematics recovery programme to facilitate progression in the early arithmetic strategies of Grade 2 learners in Zambia." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/4977.
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Research indicates that many children finish primary school in Southern Africa still reliant on inefficient counting strategies. This study extends the research of the South African Numeracy Chair project to early mathematics intervention with Grade 2 learners. It investigated the possible adaptation of the Mathematics Recovery programme to facilitate learner progression in early arithmetic strategies. This study aimed to investigate the possibility of adapting the Mathematics Recovery programme for use in a whole class setting, and to research the effectiveness of such an adapted programme. This study also aimed to investigate the extent of the phenomenon of unit counting and other early arithmetic strategies used in the early years in Zambia. This study was conducted from an emergent perspective. A review of the literature indicated that children who become stuck using unit counting face later mathematical difficulties, and that teacher over-emphasis on unit counting in the early years of schooling may be a contributing factor. This study used a qualitative design research methodology that consisted of a preparation phase, teaching experiment and retrospective analysis. The context of this teaching experiment was a seven week after-school intervention with a class of Grade 2 learners aged seven to eight in a rural Zambian primary school. Data collection and analysis focused on video recordings of a sample of 6 learners. The experimental teaching content focused on the Early Arithmetic Strategies aspect of the Mathematics Recovery programme. Although limited by time and research focus, this study found that all learners made some progress in early arithmetic strategies, and indicates that the Mathematics Recovery programme has potential for adaptation for early intervention in whole class teaching to address the mathematical education challenges in Zambia and beyond. This study also found that unit counting predominated in the sample learners, but that strategies were not yet entrenched, indicating this was a suitable age for early intervention. This study makes methodological contributions to a growing body of research into the adaptation of the Mathematics Recovery in Southern African contexts and suggests avenues for possible further research.
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Kangwa, Evaristo. "An investigation of teachers' mathematical task selection in the Zambia context." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001512.
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This research sought to investigate the sources and type of tasks used in the teaching of trigonometry in Zambia’s secondary schools, and to investigate the criteria used and decisions made by teachers in their selection and implementation of tasks. The study was conducted in three different school types located in high cost, medium cost and low cost respectively. One participant was chosen from each of the different categories of schools. The research was located within an interpretive paradigm. Data were collected through semi-structured interviews, lesson observations and document analysis which include: lesson plans for five consecutive days, pupils’ activity books and three textbooks predominantly used by the teachers. Document analysis was informed by the task analysis guide and essential themes which were used to tease out teachers’ task practice with regard to criteria used and decisions made in the selection and implementation of tasks. Essential themes that were qualitatively established were validated and explicated by the qualitative analysis. The findings of the study indicate that teachers picked tasks from prescribed textbooks. The study further suggests that teachers selected a mix of low and high level tasks, procedures without connections and procedures with connections tasks to be specific. There were no memorisations and doing mathematics tasks. Their choice of tasks was based on the purpose for which the task was intended. Some tasks were selected for the purpose of practicing the procedures and skills, other tasks for the promotion conceptual development. Most of high level tasks decline to low level tasks during implementation. The findings also indicate that teachers selected and implemented a variety of tasks and concepts. Furthermore, teachers presented tasks in various forms of representations and in a variety of ways. However, the results of this study could not be generalized because of the small sample involved. The results presented reflect the views and task practices of the target group. A possibility for future study would be to consider a large population, drawn across the country.
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Rogers, Virginia Lee Copper. "Teaching geometry in the elementary classroom." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1044.
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Omlin-Ruback, Holly I. "A study of mathematics homework." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10342.
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xi, 86 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.After spending the day learning in elementary school, most children across the United States are given homework , assignments to be completed outside of the regular school day. Most research on homework conducted in elementary schools focuses on the relationship between achievement and time spent on homework. Little, if any, research has investigated the types of mathematics homework assigned to elementary students and its relationship to achievement. Given the continued practice of assigning homework and the gap in literature regarding research that investigates type of homework, as well as the paucity of homework research at the elementary level, there is a need for further research. Thus, the focus of this dissertation was to investigate the type of mathematics homework assigned to fifth-grade students, their interaction with the assigned homework and the relationship to achievement on a statewide test. This exploratory descriptive study used a convenience sample of fifth-grade students from a school district in the Pacific Northwest to examine the type of mathematics homework assigned to fifth-grade students, their interaction with the assigned homework, and the relationship between the homework students completed and their achievement on the statewide standardized test in mathematics. The majority of homework collected was correctly completed Direct Contact Practice homework. Furthermore, the mathematical strand of Calculations and Estimations was the most frequently assigned strand. Correlational analysis indicated that weak correlations with student total RIT scores on the statewide standardized test in mathematics existed in several areas. There was a correlation of .29 between the number of correct homework interactions and state test score, a correlation of .36 between the number of Direct Contact Practice homework and the RIT score, a -.28 correlation between the number of Other homework items completed and the RIT score, and a .26 correlation between the total number of homework interactions and RIT score. When the relationship between homework categorized by math strand and the state stranded math score was examined, there was a .36 correlation between the number of Algebra homework interactions and score on the algebra strand of the statewide mathematics assessment. Limitations of the study are discussed and recommendations for future research are presented.
Committee in charge: Gerald Tindal, Chairperson, Educational Methodology, Policy, and Leadership; Keith Zvoch, Member, Educational Methodology, Policy, and Leadership; Philip McCullum, Member, Educational Methodology, Policy, and Leadership; Lou Moses, Outside Member, Psychology
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Naidoo, Anandhavelli. "Developing a problem solving approach to primary mathematics teaching: a case study." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003374.
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According to recent research a focus in teaching mathematics to children is the development of problem solving abilities. Problem solving means the process of applying mathematical knowledge and skills to unfamiliar situations. A case study was done using a problem solving approach to the learning and teaching of mathematics with a sample of teachers registered at the Umlazi College For Further Education. These teachers were familiar with the traditional approach of teaching mathematics through drill and practice methods. The new syllabus that is to be implemented emphasises a problem solving approach to the teaching of mathematics. This study set out to implement a problem solving approach with primary school mathematics teachers so that they would be someway prepared for the innovations of the new syllabus. Workshops were conducted using an action research approach with discourse and practice leading to reconstruction with improvements. Early theorists like Piaget and Bruner offered ways of understanding children's learning, to help the teacher develop his teaching. Dienes introduced an element of play and Dewey spoke of the importance of experience. Dienes and Dewey show the first positive signs of recognising the importance of social interaction in the learning situation. Social interaction lays emphasis on language and discussion in the mathematics classroom. A social constructivist model of teaching and learning was used for the research. This research includes a study of the established ideas on developing a problem solving approach to mathematics teaching. These ideas were incorporated into the workshops that the group of teachers attended. During the workshops teachers were gradually exposed to the essence of problem solving techniques through much group discussion and doing practical exercises, which they could then implement in their classes. The teachers reported back at each subsequent workshop. A non-participant observer evaluated the development at the workshops. The workshops' success was evident from the change in the teachers' attitudes and behaviour as well as their feedback of what transpired in the classroom. They reported on the change in their roles as information suppliers to facilitators where the thinking process was focused on, rather than the importance of a correct answer. In the workshops the teachers themselves moved from passive listeners to active participants. It would appear from this preliminary investigation that through using a problem solving approach in workshops, inservice teachers can benefit constructively from this approach and will attempt to use it in their own teaching.
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Waite, Leslie Anne. "Re-awakening wonder : creativity in elementary mathematics." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2013, 2013. http://hdl.handle.net/10133/3344.
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This thesis begins with the premise that in order to be mathematical students must first discover and develop their creativity. Within the context of classroom-based action research, the following questions are examined: What is mathematical creativity? Under what conditions does mathematical creativity flourish? And, how is creativity manifested in young children? To this end, the definition of creativity is expanded to include those daily moments of discovery, where clarity is reached and we say, "Oh! I get it!" It outlines how an inquiry methodology increases creativity and allows students to view mathematics from a place of wonder and excitement. In addition, different language-learning strategies are used to gain insight into how these strategies helped a group of grade three French Immersion students begin to define themselves as mathematically creative. Furthermore, the thesis explores the importance of relationship, relevance and rigour in planning for creativity in mathematics. It explains why a culture of not knowing is crucial to the development of mathematical understanding and confidence in young children and how ambiguity, frustration and perseverance are necessary elements in creative thinking. Also, it considers the importance of second language development and its implications for mathematics. Finally, it suggests creativity in mathematics is possible if students use dialogue and reflection to explain how their thinking is changing, or what new things they are discovering about mathematics.xii, 117 leaves ; 29 cm
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Nisbet, Leslie. "Mathematics Teaching Experiences of Elementary Preservice Teachers with High and Low Mathematics Anxiety during Student Teaching: A Multiple Case Study." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2193.
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This study investigated the teaching experiences of six elementary preservice teachers (EPTs), three with high mathematics anxiety and three with low mathematics anxiety, during their student teaching semester. The EPTs were selected from an initial pool of 121 EPTs who took the Abbreviated Mathematics Anxiety Scale. The cases were compared in a cross case analysis to highlight mathematics teaching experiences among EPTs. Data sources included EPT and researcher journal entries, interview transcripts, pre-lesson surveys, field notes, lesson plans, and artifacts of observed lessons. Data were coded using Shulman’s content knowledge, Graeber’s mathematics pedagogical content knowledge, and mathematics anxiety characteristics.
Findings revealed both similarities and differences across EPTs as related to four major categories: (a) planning and resources used, (b) role of the cooperating teacher, (c) content knowledge, and (d) pedagogical content knowledge. All EPTs used mostly direct instruction and relied on the course textbook and their respective cooperating teacher as their primary resources for planning. Additionally, across participants, the cooperating teacher influenced EPTs’ perceptions of students and teaching. Also, EPTs with high mathematics anxiety were weaker with respect to content knowledge and pedagogical content knowledge. Findings suggest a need to re-design methods courses to address improving the pedagogical content knowledge of EPTs with mathematics anxiety. Findings also suggest a need to develop content specific mathematics courses for EPTs to improve their content knowledge. Future studies could include a longitudinal study to follow highly anxious EPTs who take content specific elementary mathematics courses to observe their content knowledge and mathematics anxiety.
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Tynes, Curry Tiffany D. "A Comparative Study of Elementary Mathematics Specialists and Mathematics Coaches on Fourth Grade Students' Mathematics Achievement." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3731.
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Federal dollars are utilized to develop instructional programs for students not demonstrating mathematical proficiency on state standardized mathematics assessments, but there is a lack of empirical data on the effectiveness of two different approaches that were used in the local context. The purpose of this quantitative, nonexperimental, casual-comparative study was to determine if state achievement test scores of students in fourth grade who received instruction from a Mathematics Specialist (MS) during the 2007-2009 academic years demonstrated a statistically significant difference from the mathematics state achievement test scores of fourth grade students who received instruction from Grades 1-8 credentialed teachers supported by a Math Coach (MC) during the 2012-2014 academic years. The theoretical base includes two components: National Council of Teachers of Mathematics Standards and Federal No Child Left Behind educational policy, which focus on standards-based education, curriculum, assessment, and instruction to meet students' mathematical needs. Data was collected from a census sample of 13,671 students' state scores from school years 2007-2008, 2008-2009 (MS) and 2012-2013, 2013-2014 (MC). The research question was whether there is a difference in MS and MC scores. An independent samples t test was used to compare the means of all the scores. The results show that the MS program produced statistically higher math scores than the MC. This supports the limited literature in favor of MS. Positive social change includes supporting increasing the use of the MS program in the local context to increase mathematics test scores and the potential for redistribution of federal funds to develop MS programs nationwide.
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Ferner, Bernd Richard. "Elementary Teacher Candidates' Images of Mathematics, Diverse Students, and Teaching: An Exploratory Study With Implications for Culturally Responsive Mathematics Education." PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1097.
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Children from many culturally diverse backgrounds do not achieve in mathematics at the same rates as their counterparts from the dominant White, European-American culture (Gay, 2010). This so-called achievement gap is an artifact of an educational system that continues to fail to provide equal learning opportunities to culturally diverse children (Ladson-Billings, 2006; Nieto & Bode, 2011). Teachers who employ culturally responsive teaching (Gay, 2010) may help to close this opportunity gap and hence, the achievement gap. This study investigated, "How do elementary teacher candidates perceive teaching mathematics in a multicultural environment"; Using a critical constructivism research paradigm, this qualitative instrumental multiple case study involved a questionnaire, two interviews and a focus group with four elementary teacher candidates enrolled in a one-year teaching licensure program. The study examined elementary teacher candidates' images of mathematics and diverse students and the relationship between those images and their perceptions of teaching mathematics in a multicultural environment. The study concluded that the participants', images of mathematics, learners, and the teaching of mathematics were interrelated. The participants struggled to understand how students' diversity based on group membership (e.g., culture) influences a mathematics classroom and their teaching. However, on the basis of these participants, teacher candidates who hold a conceptual image of mathematics could be more open to adopting culturally responsive teaching than teacher candidates who hold a procedural image of mathematics. The study recommends the integration and modeling of culturally responsive teaching throughout all teacher education coursework.
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Olsson, Rebecca, Isabell Petersson, and Emilie Williamsson. "Same numbers, different standards : A minor field study of mathematic teaching in an elementary school in Thailand." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-11912.
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The purpose of this study is to illustrate how teachers, in a private school in Thailand, organize and plan their mathematic teaching, what material they use and how the teachers challenge the students. In the background, we report briefly about Thailand and the school's history. Then a presentation follows of previous research that has been made within our chosen subject. The theories are linked to our research questions, such as mathematic teaching, mathematic material and gifted students, according to Western literature. You can also find a short summary of the curriculum for mathematics, from the government in Thailand. Trough a qualitative method five interviews with mathematic teachers and observations in their classes have been conducted and this result have been analyzed and discussed. Interview and observation guides were used with the purpose to give the respondents room to develop their reasoning with the help of our follow- up questions. Trough our interviews and observations we have come to a result that shows that the teachers organized their teaching according to a Brain based learning pattern and after the governments curriculum. The mathematic material consisted of mathematic books, laminated sticks, bars, number cards and also of computer programs. The mathematic books were not individualized but played a significant part of the teaching. The plastic material was used to concretize the mathematics. The school had the idea that separating the gifted students from the others in the group was positive for their development. The gifted students were challenged by more difficult mathematics meant for older students and had to work at a higher pace than their peers. The results can not be generalized for all schools in Thailand. When the study is relatively small, it only shows how a part of the mathematics teaching is implemented at the school where the study was conducted.
Books on the topic "Mathematics – Study and teaching (Elementary) – Zambia"
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D'Augustine, Charles H. Teaching elementary school mathematics. New York, NY: HarperCollins Publishers, 1992.
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Riedesel, C. Alan. Teaching elementary school mathematics. 5th ed. Englewood Cliffs, N.J: Prentice-Hall, 1990.
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E, Schwartz James, and Clements Douglas H, eds. Teaching elementary school mathematics. 6th ed. Boston: Allyn and Bacon, 1996.
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Riedesel, C. Alan. Teaching elementary school mathematics. 4th ed. Englewood Cliffs, N.J: Prentice-Hall, 1985.
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Riedesel, C. Alan. Essentials of elementary mathematics. 2nd ed. Boston, Mass: Allyn and Bacon, 1999.
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Sawyer, W. W. Vision in elementary mathematics. Mineola, N.Y: Dover Publications, 2003.
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Find full textBook chapters on the topic "Mathematics – Study and teaching (Elementary) – Zambia"
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del Carmen Chamorro, Maria. "Can We Explain Students’ Failure in Learning Multiplication?" In Teaching Multiplication with Lesson Study, 265–89. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_11.
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AbstractTeaching multiplication is a compulsory topic in elementary education mathematics programs. Much time is dedicated to teaching multiplication tables and algorithms, obtaining mediocre results. Recent investigations in neuroscience suggest that our way of teaching is not congruent with how the brain works and, as such, important changes should be made in teaching of numerical facts and algorithms. Additionally, other kinds of calculation, like mental calculation and calculations with a calculator, have not yet reached the level of importance of their use in education that citizens require in a contemporary society.
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Miller, Travis K. "A Model for Asynchronous Discussions in a Mathematics Content Course." In Teaching Mathematics Online, 1–21. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-875-0.ch001.
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In this chapter a model is outlined for using asynchronous online discussions in a mathematics content course for preservice elementary teachers. The model integrates conversational discussion threads as a component of a traditional, face-to-face course. This successful approach is based on elements of the variation theory of learning, and derives from a comprehensive dissertation study examining its effectiveness.
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Bos, Beth, and Theressa Engel. "Designing Elementary Mathematics Games using Effective Mathematics Teaching Practices." In Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age, 406–32. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0120-6.ch016.
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Problem-solving digital games that make sense of mathematics do not happen by accident but by careful design. This chapter looks at a popular design framework, Game Network Analysis (GaNA), and examines how teachers can use it to turn popular digital games into strong mathematical experiences grounded in effective teaching practices that use play, purposeful explorations, and focused dialogue to make mathematical concepts more meaningful. The chapter involves a careful study of the GaNA framework in comparison with the eight Mathematics Teaching Practices of Principles to Actions: Ensuring Mathematical Success for All. The findings encourage further analysis of the GaNA framework in terms of specific academic areas. Explicit clarification is needed to use the framework to effectively move mathematics education toward its future potential.
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Meletiou-Mavrotheris, Maria. "Online Communities of Practice as Vehicles for Teacher Professional Development." In Teaching Mathematics Online, 142–66. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-875-0.ch007.
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The affordances offered by modern Internet technologies provide new opportunities for the pre-service and in-service training of teachers, making it possible to overcome the restrictions of shrinking resources and geographical locations and to offer high quality learning experiences to geographically dispersed teachers. The focus of this chapter is the question of how information and communication tools made available online could be effectively exploited to build and study network-based services with the aim of fostering online communities that promote teacher learning and development. The chapter presents an overview of the main experiences gained from a study which investigated the forms of collaboration and shared knowledge building undertaken by a multinational group of teachers participating in EarlyStatistics, an online professional development in statistics education targeting European elementary and middle school mathematics teachers. Findings from the study provide insights into the factors that may facilitate or hinder the successful implementation of an online community of teaching practitioners.
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Thomas, Kelli, Douglas Huffman, and Mari Caballero. "Critical Thinking and Mathematics Teaching and Learning." In Handbook of Research on Critical Thinking and Teacher Education Pedagogy, 234–53. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7829-1.ch013.
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The purpose of this chapter was to investigate pre-service teachers' noticing of children's critical thinking and views towards eliciting and using students' critical thinking in mathematics teaching. A mixed method study was used to provide a range of perspectives on pre-service teachers' views towards mathematics. The results indicated that the pre-service teachers initially held beliefs that mathematics teaching and learning consist of transferring information and students absorbing and memorizing information. The pre-service teachers based their instructional responses on experiences they had as students in elementary mathematics classrooms. The pre-service teachers described what they had observed about teaching mathematics as the ideal without regard for how the teaching behaviors they observed might influence children's critical thinking about mathematics. After completing a mathematics methods course, the pre-service teachers held beliefs more consistent with a reform-oriented classroom and demonstrated growth in their ability to notice children's mathematics thinking.
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Ekmekci, Adem, Anne Papakonstantinou, Richard Parr, and Miten Shah. "Teachers' Knowledge, Beliefs, and Perceptions About Mathematics Teaching." In Handbook of Research on TPACK in the Digital Age, 1–23. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7001-1.ch001.
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Providing a study on mathematics teachers' technological pedagogical content knowledge (TPACK), the goal of this chapter is to investigate the predictive value of teachers' beliefs (e.g., self-efficacy) and mathematical knowledge for teaching (MKT) on their level of TPACK. Background variables, gender, ethnicity, certification, experience, and mathematics degree were all controlled for in this study. Two-step regression analysis results by school level (K-5, middle, and high) indicate that standards-based mathematics teaching beliefs positively predict mathematics teachers' level of TPACK for all teachers. Having a college/graduate mathematics degree is more predictive of TPACK for K-5 and middle school teachers while MKT is more predictive of TPACK for high school teachers. In addition, elementary teachers' mathematics self-concept and pedagogical preparedness and middle school teachers' mathematics teaching interest were significantly related to their level of TPACK. The implications for school districts and teacher preparation programs to develop TPACK for teachers are discussed.
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Polly, Drew, Elizabeth Rodgers, and Melissa Little. "Leveraging Interactive Clickers as a Tool for Formative Assessment." In Cases on Technology Integration in Mathematics Education, 330–50. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6497-5.ch016.
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This chapter provides an overview of interactive remote clickers and how they can be used in an elementary school classroom as a tool for formative assessment in mathematics. The authors share the perspective of a university professor, two teachers, and an elementary school student about the benefits of these types of devices in mathematics classrooms. To this end, they present two vignettes from two fourth grade classrooms and findings from an exploratory study that examined the influence of clickers on teaching and learning in classrooms. Implications and recommendations for using these devices in elementary mathematics classrooms are also provided.
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Martin, Christie, Drew Polly, Chuang Wang, Richard G. Lambert, and David Pugalee. "Primary Grades Teachers' Fidelity of Teaching Practices during Mathematics Professional Development." In Teacher Education, 1311–30. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch063.
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This chapter shares the findings from a study that examined primary grades teachers' fidelity of implementation during a year-long professional development program on formative assessment in mathematics. The project provided over 80 hours of professional development to elementary school teachers regarding their use of an internet-based formative assessment system for their students' mathematics achievement. This study examined teachers' online reflections and data in the internet-based assessment system to identify themes that lead to either a high fidelity or low fidelity of implementation. High fidelity teachers expressed beliefs that formative assessment supported their mathematics teaching, improved their students' learning, and was feasible to carry out in their classrooms. Low fidelity teachers' reflections were associated with numerous barriers to implementation as well as a lack of buy-in that the formative assessment system could benefit their teaching.
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Martin, Christie S., Drew Polly, Chuang Wang, Richard G. Lambert, and David Pugalee. "Primary Grades Teachers' Fidelity of Teaching Practices during Mathematics Professional Development." In Innovative Professional Development Methods and Strategies for STEM Education, 32–51. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9471-2.ch003.
Full textAbstract:
This chapter shares the findings from a study that examined primary grades teachers' fidelity of implementation during a year-long professional development program on formative assessment in mathematics. The project provided over 80 hours of professional development to elementary school teachers regarding their use of an internet-based formative assessment system for their students' mathematics achievement. This study examined teachers' online reflections and data in the internet-based assessment system to identify themes that lead to either a high fidelity or low fidelity of implementation. High fidelity teachers expressed beliefs that formative assessment supported their mathematics teaching, improved their students' learning, and was feasible to carry out in their classrooms. Low fidelity teachers' reflections were associated with numerous barriers to implementation as well as a lack of buy-in that the formative assessment system could benefit their teaching.
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Polly, Drew. "Leveraging Asynchronous Online Instruction to Develop Elementary School Mathematics Teacher-Leaders." In Professional Development and Workplace Learning, 516–38. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch031.
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This chapter describes how the author leveraged asynchronous online instruction to develop elementary school teacher-leaders' knowledge of elementary school mathematics content and pedagogies in a graduate program in the United States. This chapter provides the theoretical framework of learner-centered professional development and explains how the six courses in the program embody the framework and support teachers' development of knowledge and skills related to mathematics teaching and learning. This chapter also shares the findings of a study that evaluated teacher-leaders performance on five student-learning outcomes in the program as well as feedback on course evaluations and end-of-program surveys. Data analysis indicated that every teacher-leader demonstrated proficiency on each student-learning outcome. Implications for the design of asynchronous online programs are also shared.
Conference papers on the topic "Mathematics – Study and teaching (Elementary) – Zambia"
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Ma, Eric Z., Edward W. Lo, and Mansun Chan. "An experimental study of Engineering-Science-Mathematics Approach in elementary engineering and science education." In 2012 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2012. http://dx.doi.org/10.1109/tale.2012.6360353.
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Thomas, Casedy Ann. "District certified culturally responsive teachers and their elementary mathematics teaching practice: a multi-case study." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-359.
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De Abreu Porcellis, Diego, Marcelo Siedler, and Marizele Garcia. "LUDUS-Desenvolvimento de um Jogo para Auxiliar no Aprendizado de Matemática para Alunos com Autismo." In Computer on the Beach. Itajaí: Universidade do Vale do Itajaí, 2020. http://dx.doi.org/10.14210/cotb.v11n1.p615-618.
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The present work was created from the need to develop educational tools that can be used in the Multimedia Resource Rooms of the Bagémunicipal education network, especially with children with autism. The software requirements were defined from meetings with the team of teachers and professionals who work in the Specialized Educational Service of General Emilio Luiz Malletschool, chosen as pilot of this project because it is one of the first schools to be contemplated with the classroom. resources. Among the listed requirements was prioritized to attend students aged 8-12 years and activities related to the four fundamental operations of mathematics: addition, subtraction, multiplication and division. As the purpose of the app is to support the teaching of students in the early grades of elementary school with autism. Thus, after the definition of the contents and the type of application, began to study the autistic universe and its particularities so that it was possible to design and develop an attractive game for this student
Reports on the topic "Mathematics – Study and teaching (Elementary) – Zambia"
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Ferner, Bernd. Elementary Teacher Candidates' Images of Mathematics, Diverse Students, and Teaching: An Exploratory Study With Implications for Culturally Responsive Mathematics Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1097.
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