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Campbell, Patricia F., Masako Nishio, Toni M. Smith, Lawrence M. Clark, Darcy L. Conant, Amber H. Rust, Jill Neumayer DePiper, Toya Jones Frank, Matthew J. Griffin, and Youyoung Choi. "The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement." Journal for Research in Mathematics Education 45, no. 4 (July 2014): 419–59. http://dx.doi.org/10.5951/jresematheduc.45.4.0419.
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This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher preparation and professional development programs.
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Zedan, Raed. "Student feedback as a predictor of learning motivation, academic achievement and classroom climate." Education & Self Development 16, no. 2 (June 30, 2021): 27–46. http://dx.doi.org/10.26907/esd.16.2.03.
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This research was conducted to examine students’ perceptions of their teachers’ dominant characteristics - the feedback they provide, how feedback is related to students’ achievements and learning motivation level, and how all of these relate to classroom climate. It was conducted with 2,599 elementary school, junior high and high school students. Data were collected by means of structured questionnaires. The results were significant: learners attribute much importance to the feedback they give their teachers and they evaluate them positively regarding pedagogy and didactics. In addition, learners reported an average or slightly above average score for the general classroom climate. Girls reported more positive perceptions than boys at all age levels. Elementary school students reported more positive perceptions than junior high and high school students. Mathematics was more highly rated than other disciplines. Female teachers were preferred to male teachers and younger teachers to older teachers. Positive teacher evaluations resulted in a higher motivation level and improvement in learning achievements, as well as a positive perception of classroom climate, but teacher feedback and motivation were found to be the most important factors in predicting learning achievement.
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Yoon, So Yoon, Heidi Diefes-Dux, and Johannes Strobel. "First-Year Effects Of An Engineering Professional Development Program On Elementary Teachers." American Journal of Engineering Education (AJEE) 4, no. 1 (May 24, 2013): 67–84. http://dx.doi.org/10.19030/ajee.v4i1.7859.
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The ultimate objective of teacher professional development (TPD) is to deliver a positive impact on students’ engagement and performance in class through teacher practice via improving their content and pedagogical content knowledge and changing their attitudes toward the subject being taught. However, compared to other content areas, such as mathematics and science, relatively few engineering TPD programs have been developed, and there has been a lack of research on the effective practice of TPD for K-12 engineering education. As a part of a five-year longitudinal project, this study reports the first-year effect of TPD offered by the Institute for P-12 Engineering Research and Learning (INSPIRE) at Purdue University on elementary teachers integrating engineering. Thirty-two teachers of second through fourth grade from seven schools attended a one-week intensive Summer Academy and integrated engineering lessons throughout the year. Based on a pre- and post-test research design, multiple measures were utilized to examine changes in teachers’ knowledge and perceptions of engineering and their variations in knowledge and perceptions by school and teacher characteristics. Overall, teachers were satisfied with the engineering TPD program, significantly increased their engineering design process knowledge, and became more familiar with engineering. While teachers’ knowledge about engineering did not vary by school and teacher characteristics, some aspects of teachers’ perceptions regarding engineering integration and their practice differed by school and teacher characteristics.
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Hay, Ian, and George Booker. "Teachers’ Perceptions and Classroom Application of Mathematical Computer Software." Journal of Cognitive Education and Psychology 6, no. 1 (January 2006): 61–71. http://dx.doi.org/10.1891/194589506787382350.
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Mathematics teachers from elementary and secondary school settings reported that the main advantage of instructional software pertained to enhancing students’ motivation and educational experiences, whereas the main disadvantage pertained to the poor content and sequencing of much of the available software. Teachers typically used software as a supplemental activity but wanted more programs that encouraged students’ cognitive reasoning, problem-solving and higher-order thinking skills in mathematics. These findings support the notion that although use of computer software has the potential to motivate, provide practice, and facilitate students’ learning and thinking in mathematics, students still require appropriate teacher-led instruction to enhance their mathematics knowledge as they interact with the software.
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Polly, Drew, Robert Algozzine, Christie Sullivan Martin, and Maryann Mraz. "Perceptions of the roles and responsibilities of elementary school mathematics coaches." International Journal of Mentoring and Coaching in Education 4, no. 2 (June 8, 2015): 126–41. http://dx.doi.org/10.1108/ijmce-08-2014-0030.
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Purpose – In the USA, school districts are funding mathematics coaching positions to provide school-level support to teachers. The purpose of this paper is to survey school personnel whose job responsibilities included mathematics coaching in order to examine their job responsibilities and what they felt that their job responsibilities should be. Design/methodology/approach – In all, 67 elementary school mathematics coaches completed a survey that included 30 aspects of the job of elementary school mathematics leaders. Findings – Quantitative analyses indicated that there were statistically significant differences between their actual roles and their preferred roles on 24 of the 30 items. This means that coaches reported that the aspects of their current role did not align to what they thought their job should be. Research limitations/implications – The findings indicate a need to collect further information in a longitudinal study, potentially from a combination of surveys, interviews, and observations, about elementary mathematics coaches’ job responsibilities and the impact that coaches have on both teachers and students. Practical implications – The findings indicate a need for school leaders, mathematics leaders (coaches), and classroom teachers to work together to utilize mathematics leaders more effectively so as to best support teachers’ instruction and students’ learning. Originality/value – While some research has been published on literacy coaching, the research base on mathematics coaching is scant. This study contributes to the knowledge base about the roles and duties of coaches in elementary school settings.
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Amanatallah, Lina Ramez, and Dalal Michel Moukarzel. "Elementary Mathematics Teachers’ and Coordinators’ Perceptions about Teaching Problem Solving in North Lebanon Private Schools: an Exploratory Mixed Study." European Scientific Journal, ESJ 14, no. 31 (November 30, 2018): 130. http://dx.doi.org/10.19044/esj.2018.v14n31p130.
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The purpose of this mixed research study was to explore how teaching problem solving is taking place at the elementary level in north Lebanon private schools, and to understand the challenges students were facing from the teachers’ and coordinators’ perspective. Four instruments were used: An inventory sent to 273 private schools, a teacher’s questionnaire, a coordinator’s interview, and class observations. Findings revealed that out of 129 Mathematics teachers who responded to the inventory, 126 (97%) affirmed using active learning strategies (ALS). To examine how Mathematics teaching is taking place, five private English speaking schools were purposefully selected to participate in the study with five Mathematics coordinators and ten teachers. The results showed inconsistency between the inventory, coordinators’ interviews, teachers’ responses to the questionnaire, and class observations. While responses to the inventory and teachers ‘questionnaires showed that at least 60% of teachers use ALS, class observations revealed that teachers did not make use of strategies that engage students in learning or in monitoring their progress and understanding. Moreover, teachers’ and coordinators’ responses to some questions showed that students’ difficulties were due to two main reasons: language barrier and poor analytical skills. Recommendations for teachers’ training on specific active learning strategies and adequate English language usage to teach mathematics were suggested.
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Lehman, Jeffrey R. "Integrating Science and Mathematics: Perceptions of Preservice and Practicing Elementary Teachers." School Science and Mathematics 94, no. 2 (February 1994): 58–64. http://dx.doi.org/10.1111/j.1949-8594.1994.tb12293.x.
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Helwig, Robert, Lisbeth Anderson, and Gerald Tindal. "Influence of Elementary Student Gender on Teachers' Perceptions of Mathematics Achievement." Journal of Educational Research 95, no. 2 (November 2001): 93–102. http://dx.doi.org/10.1080/00220670109596577.
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Ramirez, Gerardo, Sophia Yang Hooper, Nicole B. Kersting, Ronald Ferguson, and David Yeager. "Teacher Math Anxiety Relates to Adolescent Students’ Math Achievement." AERA Open 4, no. 1 (February 2018): 233285841875605. http://dx.doi.org/10.1177/2332858418756052.
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Elementary school teachers’ math anxiety has been found to play a role in their students’ math achievement. The current study addresses the role of teacher math anxiety on ninth-grade students’ math achievement and the mediating factors underlying this relationship. Using data from the National Mindset Study, we find that higher teacher math anxiety is associated with lower math achievement. This relationship is partially mediated by the students’ perception that their teacher believes not everyone can be good at math and is not explainable by teachers’ usable knowledge to teach mathematics. In subsequent analyses, we find that higher teacher math anxiety relates to a reduction in process-oriented (as opposed to ability-oriented) teaching practices, which in turn predict students’ perception of teacher mindset. We argue that math anxious teachers and their use of particular teaching strategies have the potential to shape students’ math achievement and their perceptions of what their teacher believes about math.
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Schweig, Jonathan D., Julia H. Kaufman, and V. Darleen Opfer. "Day by Day: Investigating Variation in Elementary Mathematics Instruction That Supports the Common Core." Educational Researcher 49, no. 3 (March 5, 2020): 176–87. http://dx.doi.org/10.3102/0013189x20909812.
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The Common Core State Standards for Mathematics (CCSS-M) aim to engage students in complex mathematical practices, including modeling, reasoning, and argumentation. Currently, little is known about how teachers’ daily instruction supports these practices. This study draws upon data from daily logs completed by third-, fourth-, and fifth-grade mathematics teachers from 39 states to learn about students’ engagement in standards-aligned mathematical practices. We find that there are both substantial fluctuations in students’ engagement in these practices and reported cognitive demand from day to day, as well as large differences across teachers. Practices in which students engage are related to teachers’ perceptions of student ability. These findings offer a broad perspective on how CCSS-M–based instruction unfolds across a range of states and policy environments.
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Leton, Samuel Igo, Kristoforus Djawa Djong, Irmina Veronika Uskono, Wilfridus Beda Nuba Dosinaeng, and Meryani Lakapu. "PROFILE OF ELEMENTARY SCHOOL TEACHER IN CONCEPT UNDERSTANDING OF GEOMETRY." Infinity Journal 9, no. 2 (August 18, 2020): 133. http://dx.doi.org/10.22460/infinity.v9i2.p133-146.
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Students need teachers with a deep understanding of mathematical concepts to improve their mathematical knowledge and achievement. The observation results of several elementary school teachers showed that they still have a lack of understanding of the geometry concepts. This research is an exploratory study with a qualitative approach that aims to describe the performance of elementary school teachers in understanding the concepts of triangles and squares. The participants in this study were elementary school teachers across Soe City District. A description test deals with the geometry concept of two-dimensional shapes that were implemented to determine the most appropriate teachers to participate in the study. Thirty-three teachers were then selected based on this preliminary test results. In-depth interviews were also conducted with the participants. The data analysis showed that the participants had a lack of understanding of the concept of two-dimensional shapes and necessary arithmetic skills. Moreover, the data suggested that the participants held various perceptions regarding their understanding of certain concepts based on their experience in teaching the mathematical concept. Based on these results, some programs are recommended to improve professionalism and pedagogical competencies, such as a refresher training program for basic mathematical material and training in teaching aids used. These programs are expected to help prepare elementary school teachers in teaching mathematics.
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Akhter, Nasrin, Muhammad Naseer Ud Din, and Abdul Majeed Khan. "The Mathematics Elementary School Teachers’ Perceptions of the Student-Centered Approaches and Professional Learning Experiences." Global Social Sciences Review III, no. IV (December 30, 2018): 87–101. http://dx.doi.org/10.31703/gssr.2018(iii-iv).06.
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This research explores the perceptions’ of mathematics teachers who are teaching in Pakistani schools at secondary level. The study aimed to explore the elementary school teachers’ perceptions about student-centred approaches, and their difficulties facing in using these approaches. The study uses a methodology of questionnaire and interview to gather data from mathematics teachers at secondary level. The results of this study indicate that the most mathematics teachers were positive about the role and importance of student-centred approaches in their mathematics. The majority of teachers appreciated their role as a facilitator of the learning process using student-centred approaches Moreover, the majority of teachers reported that continued practice in teaching mathematics courses and/or teaching method courses had contributed to their developing a fair understanding of teaching mathematics. The teachers responded positively regarding the role of student-centred approaches to enhance the procedural understanding of students in mathematics. Most of the findings supported student-centred approaches positively. Finally, the recommendations concerning the importance of student-centred approaches in mathematics, the arrangement of resources, and teachers’ professional development are presented for the attention of teachers, administration and curriculum developers.
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Jarrah, Adeeb M. "ELEMENTARY SCHOOLS MATHEMATICS AND SCIENCE TEACHERS’ PERSPECTIVES ON USING ENGLISH AS A MEDIUM OF INSTRUCTION." Humanities & Social Sciences Reviews 8, no. 4 (August 17, 2020): 473–82. http://dx.doi.org/10.18510/hssr.2020.8446.
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Purpose of the study: The purpose of the study is to investigate Mathematics and Science elementary school teachers’ perceptions of using English as a medium of instruction in the United Arab Emirates (UAE) primary schools.
Methodology: This research utilized an explanatory sequential mixed-methods design. The first phase of the research featured self-reporting by means of a questionnaire for elementary teachers (n=117), and the second phase used qualitative data by means of focus-group interviews (n=15).
Main Findings: The results revealed that there is consensus among Mathematics and Science teachers that students’ performance and achievements will benefit from the students’ native language (Arabic) when used. Additionally, the teachers expressed that the students’ low English proficiency embedded their understanding of Mathematics and Science concepts. Moreover, teachers indicated that they spend considerable class time teaching English instead of Mathematics and Science concepts.
Applications of this study: This study is intended to portray teachers’ perspectives on using English as a medium of instruction in the UAE elementary schools. It is hoped that the findings of the study may have implications for teachers, curriculum designers, and policymakers.
Novelty/Originality of this study: In the context of the UAE, studies involving the investigation of using English as a medium of instruction were focused mainly on higher education. Thus, this study has the potential to fill an important gap by extending the research to include teachers and students in elementary school and beyond.
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Shriki, Atara, and Dorit Patkin. "Elementary school mathematics teachers’ perception of their professional needs." Teacher Development 20, no. 3 (March 31, 2016): 329–47. http://dx.doi.org/10.1080/13664530.2016.1155476.
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Hwang, HyunMi, SangHwa Kim, and JeongSuk Pang. "Korean Elementary Teachers' Perceptions and Use of Manipulative Materials in Mathematics Textbooks." Education of Primary School Mathematics 16, no. 1 (April 30, 2013): 71–86. http://dx.doi.org/10.7468/jksmec.2013.16.1.071.
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Schwartz, Catherine S., and Rose Sinicrope. "Prospective Elementary Teachers' Perceptions of Gender Differences in Children's Attitudes Toward Mathematics." School Science and Mathematics 113, no. 8 (December 2013): 410–16. http://dx.doi.org/10.1111/ssm.12045.
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BAS, Fatih. "Pre-Service Elementary Mathematics Teachers’ Metaphors on Scientific Research and Foundations of Their Perceptions." International Education Studies 9, no. 4 (March 30, 2016): 27. http://dx.doi.org/10.5539/ies.v9n4p27.
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<p class="apa">In this study, it is aimed to investigate pre-service elementary mathematics teachers’ perceptions about scientific research with metaphor analysis and determine the foundations of these perceptions. This phenomenological study was conducted with 182 participants. The data were collected with two open-ended survey forms formed for investigating the metaphors and their reasons, and the reasons which are important in shaping these perceptions. The data were analysed in descriptive and content analysis methods based on the aim of the study. The findings can be summarised as follow: The participants created 156 metaphors and the most cited metaphor is “universe”. The most distinctive features of the scientific research given by the participants were its hierarchic structure in application, presenting new knowledge and requiring much effort. The least cited feature of the research was its falsibiality. In addition, it was found that though teachers, scientific research methods course and internet are very important in the process of perception creation about scientific research, the experts in the areas have little effect on this process.</p>
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Rosli, Roslinda, Dianne Goldsby, Mary Margaret Capraro, Anthony J. Onwuegbuzie, Robert M. Capraro, and Elsa Gonzalez Y. Gonzalez. "ELEMENTARY PRESERVICE TEACHERS’ KNOWLEDGE, PERCEPTIONS AND ATTITUDES TOWARDS FRACTIONS: A MIXED-ANALYSIS." Journal on Mathematics Education 11, no. 1 (December 16, 2019): 59–76. http://dx.doi.org/10.22342/jme.11.1.9482.59-76.
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Previous research has shown knowledge, perceptions, and attitudes are essential factors during mathematics classroom instruction. The current study examined the effects of a 3-week fraction instructional unit using concrete models, problem-solving, and problem-posing to improve elementary preservice teachers’ knowledge, perceptions and attitudes towards fractions. A quasi-experiment design was implemented to gather data via closed-ended, open-ended, and essay tasks from a convenience sampling of 71 female elementary preservice teachers during pre- and post-assessments. The study discovered that the select preservice teachers were weak in the content knowledge specifically on unit-whole, part-whole, equivalent area, arithmetic operations, and ordering fractional values. In contrast, the incorporation of concrete models, problem-solving and problem-posing was effective in improving the preservice teachers’ level of pedagogical content knowledge, perceptions and attitudes towards fractions. Implications of the results and suggestions are discussed.
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Rusli, R., Suradi Tahmir, Fajar Arwadi, and H. Hastuty. "Fast and Accurate Calculation Techniques to Support Mathematics Learning of Elementary School Teachers in Takalar Regency." Mattawang: Jurnal Pengabdian Masyarakat 1, no. 2 (December 17, 2020): 63–70. http://dx.doi.org/10.35877/454ri.mattawang206.
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The application of fast calculation techniques in supporting the learning mathematics in this training activity aimed to increase the understanding of elementary school mathematics teachers about the fast calculation method that can be applied in basic algebraic calculation. The implementation of this activity was expected to improve the quality of Elementary School Mathematics education in Takalar Regency. This training used demonstration and question-and-answer methods about the fast calculation technique performed by elementary school teachers in Takalar Regency. The implementation of this activity began with observations and interviews with the Head of the Teacher and Education Personnel Division at the Takalar Regency Education Office. This activity was carried out by Syncronouse Online using the Zoom meeting application due to the Covid-19 Pandemic. There were 33 participants who attended the training. Based on the results of a questionnaire on the teacher’s perceptions about the use of fast calculation techniques, all teachers find this technique helpful. Therefore, the teachers will use this technique in teaching arithmetic to their students.
Abstrak
Penerapan teknik berhitung cepat sebagai penunjang pembelajaran Matematika dalam Kegiatan pelatihan ini bertujuan untuk meningkatkan pemahaman guru- guru matematika sekolah dasar akan sebuah metode berhitung cepat yang dapat diterapkan dalam operasi dasar berhitung aljabar. Target khusus yang ingin dicapai dalam kegiatan ini adalah meningkatnya mutu pendidikan Matematika Sekolah Dasar di Kabupaten Takalar. Metode yang digunakan dalam pelaksanaan pelatihan ini berupa metode demonstrasi dan tanya jawab tentang teknik berhitung cepat yang dilakukan oleh guru-guru sekolah dasar Se-Kabupaten Takalar. Adapun kegiatan ini dimulai dengan observasi dan wawancara dengan kepala bidang guru dan tenaga kependidikan Dinas Pendidikan Kabupaten Takalar. Kegiatan ini dilaksanakan secara Daring Syncronouse menggunakan aplikasi meeting Zoom dikarenakan wabah Pandemi Covid – 19 masih mengganas. Peserta yang hadir saat pelaksanaan pelatihan sebanyak 33 orang. Hasil angket persepsi guru tentang penggunaan teknik berhitung cepat semua guru-guru merasa senang dengan kemampuan ini, demikian pula bahwa guru-guru akan memanfaatkan teknik ini dalam membelajarkan berhitung bagi murid-muridnya.
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Rowe, Shawn, Mariapaola Riggio, Raffaele De Amicis, and Susan R. Rowe. "Teacher Perceptions of Training and Pedagogical Value of Cross-Reality and Sensor Data from Smart Buildings." Education Sciences 10, no. 9 (September 4, 2020): 234. http://dx.doi.org/10.3390/educsci10090234.
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This paper discusses elementary, and secondary (K-12) teachers’ perceptions of cross-reality (XR) tools for data visualization and use of sensor data from the built environment in classroom curricula. Our objective was to explore the use of sensor-informed XR in the built environment and civil engineering (BECE) field to support K-12 science, technology, engineering, and mathematics (STEM) experiential learning and foster BECE-related career awareness. We conducted surveys and informal questionnaires with 33 primary and secondary teachers attending an annual two-day university-based teacher professional development workshop as part of a statewide STEM afterschool program serving students in rural communities. We assessed teachers’ familiarity with, knowledge about, and appraisal of using cross-reality platforms and sensor data in classrooms and after school curricula. Findings show that, while all teachers reported relatively high interest in learning about sensor applications and innovative interactive techniques, middle school teachers in particular were most likely to see value in using these applications for teaching and learning. Implications for teacher professional development are discussed.
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Febriyanti, Rani, Ali Mustadi, and Mohammad Adam Jerussalem. "Students’ Learning Difficulties in Mathematics: How Do Teachers Diagnose and How Do Teachers Solve Them?" Jurnal Pendidikan Matematika 15, no. 1 (January 31, 2021): 23–36. http://dx.doi.org/10.22342/jpm.15.1.10564.23-36.
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This study aims to find out how teachers diagnose to determine students’ learning difficulties, especially in Mathematics in Elementary Schools. There are four aspects discussed in this study, including the teachers’ perception of students’ learning difficulties, teachers’ practice in connection with diagnosing students’ learning difficulties, teachers’ actions in response to the results of the diagnosis, parties involved regarding students’ learning difficulties. The research method used was descriptive qualitative with 13 teachers as the subject selected by purposive sampling. The data were obtained through interviews with classroom teachers, both from private and public schools, especially in North Borneo. The findings in this study show that the teachers use various ways to diagnose and overcome students’ learning difficulties. There are 3 ways that teachers do to diagnose learning difficulties in Mathematics, including tests, observations and interviews. While the ways to overcome them are to do remedial, provide tutoring individually, provide additional hours for students who have learning difficulties in Mathematics and involve students in learning. The method used has been effective, proofed by changes in students’ understanding and improvement in students’ learning outcomes. This study offers elementary school teachers ways that can be carried out to diagnose and overcome students’ learning difficulties in Mathematics.
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Lubienski, Sarah T., Joseph P. Robinson, Corinna C. Crane, and Colleen M. Ganley. "BRIEF REPORT: Girls' and Boys' Mathematics Achievement, Affect, and Experiences: Findings From ECLS-K." Journal for Research in Mathematics Education 44, no. 4 (July 2013): 634–45. http://dx.doi.org/10.5951/jresematheduc.44.4.0634.
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Amid debates about the continued salience of gender in mathematics, this report summarizes an IES–funded investigation of gender–related patterns in the Early Childhood Longitudinal Study—Kindergarten Class of 1998–99 (ECLS–K). Girls' and boys' mathematics achievement, confidence, and interest were examined, along with experiences at home and school. Mathematics performance gaps favoring boys appeared soon after children began kindergarten and then widened during elementary grades. Gender differences in mathematical confidence were larger than differences in both achievement and interest. Although boys' and girls' parent–reported home experiences differed in stereotypical ways, particularly among high–SES students, such differences appeared unrelated to gender gaps in mathematics outcomes. Teacher–reported instructional practices also shed little light on gender gaps in mathematics performance; however, teachers' perceptions of girls and boys could play a role.
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HongHaekyung and 이수기. "Perceptions of kindergarten and elementary school teachers about readiness for mathematics and language learning." Korean Journal of Early Childhood Education 32, no. 6 (December 2012): 33–52. http://dx.doi.org/10.18023/kjece.2012.32.6.002.
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Çatlıoğlu, Hakan, Ramazan Gürbüz, and Osman Birgin. "Do pre-service elementary school teachers still have mathematics anxiety? Some factors and correlates." Bolema: Boletim de Educação Matemática 28, no. 48 (April 2014): 110–27. http://dx.doi.org/10.1590/1980-4415v28n48a06.
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This study aims to provide new evidence from Turkish pre-service elementary school (PES) teachers and to identify some correlations and factors associated with mathematics anxiety (MA). 480 Turkish PES teachers participated in this study. Data was collected using a Personal Information Form, Mathematics Anxiety Scale, and Mathematics Attitude Scale. Data was analyzed using the SPSS 17.0 statistics program. It was revealed that the MA level of the participants was low, and the difference based on gender was not significant. Cross-sectional comparison indicated that freshmen were more inclined to have MA than the seniors. Based on self-reported perceptions, we found that there were significant differences related to mathematics. There was a tendency for participants with negative attitudes towards mathematics and low achievers to possess higher levels of MA. It was also found that there was a significant correlation among mathematics anxiety, mathematics achievement, and mathematics attitudes. This study will provide some guidance for the revision of course requirements and teaching strategies, and promotes collaboration between mathematics educators and counselors.
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Choi, Eunah. "Prospective Elementary School Teachers' Perception on Using the History of Korean Mathematics." Communications of Mathematical Education 29, no. 3 (September 30, 2015): 491–511. http://dx.doi.org/10.7468/jksmee.2015.29.3.491.
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Spielman, Laura Jacobsen, and Gwendolyn M. Lloyd. "The Impact of Enacted Mathematics Curriculum Models on Prospective Elementary Teachers' Course Perceptions and Beliefs." School Science and Mathematics 104, no. 1 (January 2004): 32–44. http://dx.doi.org/10.1111/j.1949-8594.2004.tb17979.x.
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Cook, Samuel A., and Debra K. Borkovitz. "Student Perceptions of a Mathematics Major for Prospective Elementary Teachers with an Inquiry‐Based Philosophy." PRIMUS 27, no. 1 (August 13, 2016): 125–47. http://dx.doi.org/10.1080/10511970.2016.1194341.
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Park, Yoon Ja, and Kwon Wook Kim. "A Study on the Elementary Teachers' Perception of the Storytelling-based Mathematics Textbook." East Asian mathematical journal 31, no. 4 (August 31, 2015): 587–607. http://dx.doi.org/10.7858/eamj.2015.041.
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박경옥 and 이병혁. "Mathematics teaching efficacy and perception for their own mathematics class of elementary special class teachers." Journal of Special Education 16, no. 1 (June 2009): 153–73. http://dx.doi.org/10.34249/jse.2009.16.1.153.
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Taşdemir, Cahit. "An Investigation of Academic Self-Efficacy Perceptions of Primary Mathematics Teacher Candidates." Higher Education Studies 9, no. 2 (March 8, 2019): 72. http://dx.doi.org/10.5539/hes.v9n2p72.
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The aim of this study was to investigate the academic self-efficacy perceptions of primary school mathematics teacher candidates according to different variables. For this purpose, the “Academic Self-Efficacy Scale”, which was developed by Jerusalem and Schwarz (1981) to measure the academic self-efficacy beliefs of mathematics teacher candidates, which was adapted to Turkish by Yılmaz, Gürçay and Ekici (2007) and validated by the reliability and validity scale, were used as data collection tools. The study was conducted in the fall semester of 2017-2018 academic year. The sample of the study consists of 157 teacher candidates studying at the 1st, 2nd, 3rd and 4th years of the Elementary Mathematics Teaching Program of the Faculty of Education at a state university. Independent sample t-test and ANOVA were used for the analysis of collected information. As a results of data analysis, student’s academic self efficacy perceptions were found generally high. In addition, it was concluded that the mean scores of academic self-efficacy perceptions of mathematics teachers did not show a statistically significant difference according to their gender and grade level, but there was a significant difference between the age, whether they willingly chose what they are studying or not and mathematics achievement groups.
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Wu, Li-Chen, Li-ling Chao, Pi-Yun Cheng, Hsiao-Lin Tuan, and Chorng-Jee Guo. "Elementary Teachers’ Perceptions of Their Professional Teaching Competencies: Differences Between Teachers of Math/Science Majors and Non-math/Science Majors in Taiwan." International Journal of Science and Mathematics Education 16, no. 5 (May 2, 2017): 877–90. http://dx.doi.org/10.1007/s10763-017-9821-7.
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An, Song A., So Jung Kim, Daniel Tillman, William Robertson, Martha Juarez, and Connie Guo. "“It Doesn’t Feel Like a Job to Learn”: Preservice Elementary Teachers’ Perceptions of Dance-Themed Mathematics Education." Journal of Dance Education 17, no. 4 (October 2, 2017): 138–46. http://dx.doi.org/10.1080/15290824.2017.1299153.
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Ozdemir, Emine, and Filiz Tuba Dikkartin Ovez. "A Research on Proof Perceptions and Attitudes Towards Proof and Proving: Some Implications for Elementary Mathematics Prospective Teachers." Procedia - Social and Behavioral Sciences 46 (2012): 2121–25. http://dx.doi.org/10.1016/j.sbspro.2012.05.439.
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Kim, Min-Kyeong, Sun-Hee Min, and Hye-Won Kim. "A study of the elementary teachers' perception about the situation-contextual problem in mathematics education." Mathematical Education 50, no. 2 (May 31, 2011): 149–64. http://dx.doi.org/10.7468/mathedu.2011.50.2.149.
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Khan, Abida, and Najam-ul Kashif. "Secondary School Teachers’ Perception on Stem Integrated Education: A Analysis." Review of Economics and Development Studies 6, no. 2 (June 15, 2020): 585–93. http://dx.doi.org/10.47067/reads.v6i2.225.
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American President Barak Obama said on Third Annual White House Science Fair in April 2013 that “One of the things that I’ve been focused on as President is how we create an all-hands-on-deck approach to science, technology, engineering, and math… We need to make this a priority to train an army of new teachers in these subject areas and to make sure that all of us as a country are lifting up these subjects for the respect that they deserve”. This single part of the speech pinpoint the importance of STEM education and backbone of it “Teachers”. Cross disciplinary appeals have manifold appeals. Same is in the field of school education. Once it’s a time, science has a leading role at elementary and secondary school level. Then engineering becomes the prominent figure but when technology comes, all other fields merged in it. Mathematics remains the mother of all subjects. Now, it’s a time of STEM integrated education where STEM is the acronym of Science, Technology, Engineering and Mathematics. STEM is not only confined to an acronym but also leads to the change of education system or approach from the root level. Presented study aimed at to highlight the secondary school teachers’ perception regarding STEM education. As it’s a new and novel concept, so not a big deal of work has done on it. So, existing literature was analyzed systematically to highlight the importance, challenges and future of STEM education which surely helpful to introduce in the developing countries like Pakistan. Presented study just focused on the perception and viewpoints of teachers who are working at elementary or secondary school level. Study concluded that teachers are highly motivated and confident for the STEM integrated education but there is a dire need to give suitable policy for this new trend of education which ultimately addresses the issues of curriculum, pedagogy, learning environment, career developers and future of the learners
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Ng, Swee Fong, and Kerry Lee. "The Model Method: Singapore Children's Tool for Representing and Solving Algebraic Word Problems." Journal for Research in Mathematics Education 40, no. 3 (May 2009): 282–313. http://dx.doi.org/10.5951/jresematheduc.40.3.0282.
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Solving arithmetic and algebraic word problems is a key component of the Singapore elementary mathematics curriculum. One heuristic taught, the model method, involves drawing a diagram to represent key information in the problem. We describe the model method and a three-phase theoretical framework supporting its use. We conducted 2 studies to examine teachers' perceptions and children's application of the model method. The subjects were 14 primary teachers from 4 schools and 151 Primary 5 children. The model method affords higher ability children without access to lettersymbolic algebra a means to represent and solve algebraic word problems. Partly correct solutions suggest that representation is not an all-or-nothing process in which model drawing is either completely correct or completely incorrect. Instead, an incorrect solution could be the consequence of misrepresentation of a single piece of information. Our findings offer avenues of support in word problem solving to children of average ability.
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Lundbäck, Birgitta, and Helen Egerhag. "Lesson Study as a bridge between two learning contexts." International Journal for Lesson & Learning Studies 9, no. 3 (June 6, 2020): 289–99. http://dx.doi.org/10.1108/ijlls-02-2020-0006.
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PurposeLesson Study is a model for advancing knowledge about how teachers can enhance teaching through collaboration in schools. This study aims to focus on two learning situations for students in Grades 1–3: elementary school (the first years of school) and school-age educare (activities for students before and after school while their parents are working or studying). The case study aims to describe how teachers use Lesson Study to enhance students' mathematical learning in the two learning situations. The objectives were to describe teachers' perceptions of Lesson Study activities and collaboration and students' knowledge before and after lessons.Design/methodology/approachData were collected as a narrative case study using audio-recorded conversations between researchers and teachers in the different learning contexts. A questionnaire comprising five open-ended questions was used to map students' knowledge of the subject.FindingsTeachers found it advantageous to cooperate with each other across the different learning situations. Mapping students' knowledge before and after a teaching session helped them understand how to create a teaching situation that benefits their students. They saw the value of continued collaboration and called for implementation of the Lesson Study method throughout the school.Research limitations/implicationsAn important limitation of this case study is that it was conducted in a very specific context, and the findings cannot, therefore, be generalized to other situations. However, there is a need for similar case studies to be conducted in different contexts, both in Sweden and in other countries, to pay attention to ways in which elementary schools and school-age educare can develop supplementary teaching situations.Originality/valueThe originality of this case lies in planning and reporting a Lesson Study in two different learning situations in the same school, and the conclusion that educators identify and develop collaborative links in different subjects.
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Özdemir, Ş., and Z. Ayvaz Reis. "The effect of Dynamic and Interactive Mathematics Learning Environments (DIMLE), supporting multiple representations, on perceptions of elementary mathematics pre-service teachers in problem solving process." Mevlana International Journal of Education 3, no. 3 (August 1, 2013): 85–94. http://dx.doi.org/10.13054/mije.si.2013.09.
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ALAM, Ashraf. "TEST OF KNOWLEDGE OF ELEMENTARY VECTORS CONCEPTS AMONG FIRST-SEMESTER BACHELOR OF ENGINEERING AND TECHNOLOGY STUDENTS." Periódico Tchê Química 17, no. 35 (July 20, 2020): 477–94. http://dx.doi.org/10.52571/ptq.v17.n35.2020.41_alam_pgs_477_494.pdf.
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Physics, as an academic discipline, has its mathematical language, and vectors are its indispensable constituent, even at the pre-mandatory stage. This study aimed to obtain a clear and deep understanding of the perception of students' cognition about the facets of the vectors that form the basis of Newtonian mechanics. This study not only provides fundamental knowledge about the cognition of theoretical vector constructs among students, but also helps to improve existing pedagogies and, eventually, leading to students' discernment. The author developed a Test of Knowledge of Elementary Vector Concepts (TKEVC) that was delivered to engineering students in the first semester who were starting the required engineering physics course during the 1st week of class, before any instruction on vectors. TKEVC was administered to a sample of 476 students from 7 different engineering colleges and universities in India. The result obtained with this test states that only 37% of students enrolled in the engineering physics course have extensive knowledge of vectors to advance physics topics, specifically mechanics, while almost 67% of students enter the course without a complete understanding of the vector principles in any aspect. These findings have substantial implications for math and physics classes. The researcher discussed the questions asked to the students and their answers, emphasizing the conceptual and methodological errors they made. The results have substantial implications for the teaching of engineering mathematics and physics, the professional development of teachers, and the preparation of teams of teachers for engineering institutions.
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Lee, Mi Yeon, and Dionne Cross Francis. "Investigating the relationships among elementary teachers’ perceptions of the use of students’ thinking, their professional noticing skills, and their teaching practices." Journal of Mathematical Behavior 51 (September 2018): 118–28. http://dx.doi.org/10.1016/j.jmathb.2017.11.007.
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Obradovic, Svetlana, and Nadezda Krstic. "Teachers’ intuition and knowledge in detecting specific learning disabilities." Zbornik Instituta za pedagoska istrazivanja 44, no. 2 (2012): 316–31. http://dx.doi.org/10.2298/zipi1202316o.
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The aim of the study was to investigate primary school teachers? proficiency in detecting the ability-achievement discrepancy as a landmark of possible specific developmental learning disabilities (SLD). Twenty-two teachers in five schools attempted to select, in accordance with their perception and out of a larger preliminary sample, those students whose school results revealed: (a) discrepancy between school achievement and general abilities (the group of purportedly disharmonic children, GPD) or (b) concordance between general abilities and achievement (the group of purportedly harmonic children, GPH). The children were tested by REVISK, while teachers re-assessed students? reading, writing and arithmetic performance against a simple structured questionnaire based on demands of the approved elementary school program delineated by the Ministry of Education of the Republic of Serbia. Research results indicate that more than 60% of children originally qualified to GPH have actually shown significant discrepancy between targeted scholastic skills and (normal) general intelligence. The data suggested some association between students? disparity in attainment and teachers? attribution accuracy, while the only homogenous quantitative marker of misplaced children were decreased values on some of the REVISK Verbal subscale tests. This study has shown that teachers can use their professional knowledge to enhance their capability to detect children with specific learning disabilities. In absence of criterion-referenced tests of reading, writing and mathematics, a structured approach to the projected course of skill progress might support teachers? confidence regarding likely SLD.
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Sobrinho, Alex Moura, Fernando Barradas Vessio, Elaine Becatti, and Paulo Sergio Garcia. "Uma avaliação da percepção dos professores de ciências frente às políticas de avaliação e de responsabilização no brasil." Revista Brasileira de Educação em Ciências e Educação Matemática 1, no. 1 (December 21, 2017): 149. http://dx.doi.org/10.33238/rebecem.2017.v.1.n.1.18566.
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Resumo: As concepções neoliberais das últimas décadas trouxeram reorganizações na gestão de políticas sociais, em geral, e de educação, em particular. Neste contexto surgiram políticas de privatização, de municipalização, de qualidade total, de avaliação em larga escala (ALE) e de responsabilização, entre outras. Essas duas últimas já estão bem difundidas no Brasil, causando limitações e consequências, mesmo que não intencionais, para o Ensino de Ciências, à medida que o foco dessas ALE está centrado nas áreas de Português e Matemática. Este estudo identifica e analisa a percepção de um grupo de professores de Ciências do Ensino Fundamental, ciclo final, sobre essas políticas de ALE na região do grande ABC Paulista, uma das áreas do Brasil que apresenta altos índices sociais e econômicos. Entrevistas e análise documental foram utilizadas para coletar dados em um estudo de caso com a participação de 49 professores, que expressaram suas percepções frente a esta situação posta. Os dados revelaram que a busca por melhores posições nos indicadores de desempenho em nível nacional, (IDEB), ou estadual (IDESP) têm induzido os sistemas educacionais e os gestores escolares a valorizarem mais as disciplinas de Português e Matemática, endereçando mais recursos a essas áreas, pois uma colocação adequada nesses indicadores significa que a escola será mais valorizada e reconhecida perante à comunidade. Esses resultados podem possibilitar reflexões entre as autoridades políticas e educacionais e entre os gestores escolares. Esses dados também podem ser utilizados no contexto da universidade, na formação inicial e continuada de docente.Palavras-chave: Políticas educacionais; Avaliação; Responsabilização; Professores de ciências. An evaluation of science teacher’s perception before the evaluation and responsibility policies in brazilAbstract: The neoliberal conceptions of the last decades have brought about reorganizations in the management of social policies, in general, and of education, in particular. In this context, privatization, municipalization, total quality, large-scale evaluation (LSA) and accountability policies emerged. These last two are already well-known in Brazil, causing limitations, and even unintentional consequences, for Science Teaching, as the focus of these LSA is centered in the areas of Portuguese and Mathematics. This study identifies and analyzes science teachers’ perception (group from Elementary School, final cycle), on these LSA policies in the region of the great ABC Paulista, one of the Brazilian areas that presents high social and economic indexes. Interviews and documentary analysis were used to collect data in a case study with Science teachers (N=49), who expressed their perceptions regarding this situation. The data revealed that the search for better positions in national (IDEB) or state (IDESP) performance indicators has induced educational systems and school managements to value much more Portuguese and Mathematics subjects, using (sending) more resources to these areas, since an adequate placement in these indicators means that school will be much more valued and recognized by its community. These results can enable reflections among political and educational authorities and school managers. These data can also be used in the context of the university, in pre and in-service teacher education.Keywords: Educational policies; Evaluation; Accountability; Science teachers.
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Kwon, JongKyum, and BongJu Lee. "An analysis on the in-service and pre-service teachers' perception of teaching and learning mathematics based on storytelling in elementary schools." Communications of Mathematical Education 27, no. 3 (September 30, 2013): 283–99. http://dx.doi.org/10.7468/jksmee.2013.27.3.283.
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Spillane, James P., and Matthew Shirrell. "Breaking Up Isn’t Hard to Do: Exploring the Dissolution of Teachers’ and School Leaders’ Work-Related Ties." Educational Administration Quarterly 53, no. 4 (March 15, 2017): 616–48. http://dx.doi.org/10.1177/0013161x17696557.
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Purpose: School leaders are central to the development of work-related ties among school staff. Although prior work has examined the predictors of the presence of work-related ties, little is known about the breakup or dissolution of ties among school staff. This study examines the extent of tie dissolution among school staff, as well as both the individual- and organizational-level predictors of the breakup of ties. Research Methods: This study uses social network analysis of 4 years of survey data from 14 elementary schools in one suburban U.S. district. Social network models predict the likelihood of the breakup of a tie between school staff in three types of networks: close colleague networks, and instructional advice networks in mathematics and language arts. Findings: Work-related ties between school staff dissolve at high rates from year to year, and ties that dissolve generally do not re-form. Aspects of the formal school organization—particularly changing grade levels and losing leadership positions—predict the breakup of ties, while individual-level factors such as commitment to the school, perceptions of school leadership, and beliefs about instruction generally do not predict tie dissolution. Implications for Research and Practice: School leaders should carefully consider grade reassignments and changes in leadership positions, as these changes strongly predict the breakup of ties between school staff. School leaders should also invest in the promotion and maintenance of cross-grade ties after changes to grade-level assignments.
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Oliveira Júnior, Ailton Paulo de, and Márcia Lopes Vieira. "PERCEPÇÕES DE PROFESSORES DOS ANOS INICIAIS DO ENSINO FUNDAMENTAL EM RELAÇÃO AO ENSINO DE ESTATÍSTICA." Cadernos de Pesquisa 24, esp. (January 24, 2018): 123. http://dx.doi.org/10.18764/2178-2229.v24n.especialp123-142.
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Investigar as percepções de professores de Matemática é considerar que na escola, as atividades educativas, que diferem daquelas que ocorrem em outros contextos, são determinadamente sistemáticas e apresentam uma intencionalidade deliberada e compromisso explícito em dar acesso ao conhecimento formalmente organizado. Portanto, o objetivo deste trabalho foi investigar as percepções de 55 professores dos anos iniciais do Ensino Fundamental, em oito escolas públicas e privadas da cidade de Uberlândia (MG), no tocante ao Ensino de Estatística. Assim, pretendeu-se investigar as percepções deste grupo de professores a partir das seguintes questões: (1) O que é Estatística para você? (2) Em sua opinião como uma pessoa adquire conhecimento em Estatística? (3) Como você trabalha os conteúdos estatísticos em suas aulas? (4) Como você incorpora situações do cotidiano em suas aulas de Estatística? Pela análise de conteúdo de Bardin verificou-se que os professores consideram a Estatística como conjunto de técnicas e métodos de pesquisa que entre outros tópicos envolve a coleta dos dados, o processamento e a análise das informações; ensinam os conteúdos estatísticos por meio de técnicas de ensino que relacionam os conteúdos estatísticos com os dados utilizados no cotidiano do aluno; e parecem acreditar que o conhecimento deve ser construído pelos estudantes à medida que as atividades didáticas fazem uso de significados lógicos, de ideias relevantes, como também, de ideias que já se encontram disponíveis na estrutura cognitiva deste.Palavras-chave: Percepções. Professores. Ensino Fundamental. Ensino de Estatística.PERCEPTIONS OF TEACHERS IN THE EARLY YEARS OF ELEMENTARY SCHOOL TOWARDS TEACHING STATISTICS Abstract: Investigate the perceptions of Teachers of Mathematics is to consider that in schools, educational activities, which differ from those that occur in other contexts, are determinedly systematic and feature a deliberate intention and explicit commitment in giving access to knowledge formally organized. Therefore, the objective of this study was to investigate the perceptions of 55 teachers in the early years of elementary education, in eight public and private schools in the city of Uberlândia (MG), towards the teaching of Statistics. Thus, we sought to investigate the perceptions of this group of teachers from the following issues: (1) What does ‘statistics’ mean to you? (2) How does a person get knowledge in statistics? (3) How do you work on statistical topics with your students? (4) What do you think about the use of memorization as a tool in teaching and learning statistics? By Bardin's content analysis it was found that teachers consider the statistics as a set of techniques and methods of research that among other topics involves the collection of data, the processing and analysis of information; teach the statistical content by means of teaching techniques that relate the content with the statistical data used in the everyday life of the student; and seem to believe that knowledge should be built by the students to the extent that the didactic activities make use of logical meanings of relevant ideas, as well as ideas that are already available in the cognitive structure of this.Keywords: Perceptions. Teachers. Elementary School. Teaching Statistics. PERCEPCIONES DE PROFESORES DE LOS AÑOS INICIALES DE LA ENSEÑANZA FUNDAMENTAL EN RELACIÓN CON LA ENSEÑANZA DE ESTADÍSTICA Resumen: Investigar las percepciones de los profesores de matemáticas es considerar que en las escuelas, actividades educativas, que difieren de las que ocurren en otros contextos, son decididamente una característica sistemática y deliberada intención y compromiso explícito en dar acceso al conocimiento formalmente organizados. Por lo tanto, el objetivo de este estudio fue investigar las percepciones de 55 profesores en los primeros años de educación primaria en ocho colegios públicos y privados en la ciudad de Uberlândia (MG), en relación con la enseñanza de la estadística. Se pretende investigar las percepciones de este grupo de profesores de los siguientes temas: (1) ¿Qué és 'Estadística' para usted? (2) ¿Cómo puede una persona obtener conocimientos en estadísticas? (3) ¿Cómo puede trabajar en temas estadísticos con sus alumnos? (4) ¿Qué opinas sobre el uso de la memorización como una herramienta de enseñanza y aprendizaje estadísticas? Por Bardin el análisis de contenido se constató que los maestros consideran la estadística como un conjunto de técnicas y métodos de investigación que, entre otros temas, implica la recogida de datos, el procesamiento y análisis de información; enseñar el contenido estadístico por medio de técnicas de enseñanza que relacionar el contenido con los datos estadísticos que se utilizan diariamente en alumno; y parece que creen que el conocimiento debe ser construido por los estudiantes en la medida en que las actividades didácticas hacen uso de significados lógicos de ideas pertinentes, así como las ideas que ya están disponibles en la estructura cognitiva de esta.Palabras clave: Percepciones. Profesores. Educación primaria. Enseñanza de la Estadística.
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Pravitayani, Luh Gede Gellyna, Nyoman Dantes, and I. Made Candiasa. "EVALUASI DISKREPANSI TERHADAP IMPLEMENTASI PENDEKATAN SAINTIFIK PADA MUATAN PELAJARAN MATEMATIKA TEMA ORGAN TUBUH MANUSIA DAN HEWAN KELAS V SD DI KECAMATAN DENPASAR BARAT." Jurnal Penelitian dan Evaluasi Pendidikan Indonesia 9, no. 1 (September 4, 2019): 25–34. http://dx.doi.org/10.23887/jpepi.v9i1.2805.
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AbstrakPenelitian ini bertujuan untuk mengetahui diskrepansi pendekatan saintifik terkait implementasi pendekatan saintifik pada muatan pelajaran matematika tema organ tubuh manusia dan hewan kelas V SD di Kecamatan Denpasar Barat. Penelitian ini merupakan penelitian evaluatif dengan model diskrepansi. Populasi dalam penelitian ini adalah seluruh guru kelas V SD Negeri di Kecamatan Denpasar Barat yang terdiri dari 8 gugus dan terdapat 55 sekolah. Sampel ditentukan dengan teknik Multistage Random Sampling dalam 3 tahap. Data dikumpulkan dengan menggunakan kuesioner persepsi guru, lembar observasi pembelajaran berpendekatan saintifik, dan dokumentasi untuk mengetahui hasil belajar matematika. Data dianalisis dengan menggunakan teknik analisis deskripyif kuantitatif dan analisis korelasi product moment. Hasil penelitian ini menunjukan bahwa : (1) diskrepansi yang terjadi terkait perencanaan pembelajaran berpendekatan saintifik sebesar 32,28 tergolong kategori kecil; (2) diskrepansi yang terjadi terkait pelaksanaan pembelajaran berpendekatan saintifik sebesar 32,79 tergolong kategori kecil; (3) diskrepansi yang terjadi terkait penilaian pembelajaran berpendekatan saintifik sebesar 34,74 tergolong kategori kecil; (4) diskrepansi yang terjadi terkait implementasi pembelajaran berpendekatan saintifik sebesar 33,27 tergolong kategori kecil; (5) persepsi guru tentang pendekatan saintifik sebesar 74,71 dengan kategori baik; (6) rata-rata nilai matematika tema organ tubuh manusia dan hewan sebesar 67 dengan kategori baik, dan; (7) tidak terdapat kontribusi antara kualitas pengelolaan proses pembelajaran berpendekatan saintifik dengan hasil belajar matematika tema organ tubuh manusia dan hewan kelas V SD di Kecamatan Denpasar Barat, dengan kategori korelasi sangat rendah.Kata Kunci: evaluasi, diskrepansi, pendekatan saintifik AbstractThis study aims to determined the magnitude of discrepancy scientific approach on the mathematics subjects of human and animal organs theme at grade 5th elementary school in West Denpasar Sub-district. This research was evaluative research with discrepancy model. The population in this research was the grade 5th (fifth) teachers of elementary school in West Denpasar Sub-district which cinsist of 8 clusters and 55 school. The sample were determined by Multistage Random Sampling technique in three stages. Data were collected by using teacher perception questionnaire, observation sheet of the scientific approach, and documentation to find out the results of mathematics learning. Data were analyzed by using quantitative descriptive analysis technique and product moment correlation analysis. The result of this study indicated indicated (1) the discrepancy thatoccurs related to the learning plan of scientific approaches is about 32,28 with small category; (2) discrepancy that occurs related to implementation of science-based learning is about 32,79 with small category; (3) discrepancy related to the assessment of the scientific approach learning amouted to 34,74 in the small category; (4) the discrepancy that occured related to the implementation of science based learning approaches amouted to 33,27 to small category; (5) the teachers perception abaout the scientific approach is 74,71 with good category; (6) the average mathematical value on the theme of human and animal organs of 67 in the medium category, and; (7) there is no contribution between the quality of management learning process of scientific approach with the result of mathematics learning on the theme human and animal organs in West Denpasar Sub-distric, with very low correlation categories. Keywords: Evaluation, discrepancy, scientific approach
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이종학. "A Study of School and Pre-service Teachers’ Perception and Comparative Analysis on the 2009 and 2015 Reformed Curriculum of Mathematics in Elementary School." Teacher Education Research 56, no. 4 (December 2017): 451–72. http://dx.doi.org/10.15812/ter.56.4.201712.451.
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Sulthon, Sulthon. "MEMBANGUN PEMAHAMAN KONSEP DASAR MATEMATIKA PADA ANAK BERKESULITAN BELAJAR MATEMATIKA DI MI." Primary : Jurnal Keilmuan dan Kependidikan Dasar 12, no. 1 (June 30, 2020): 27. http://dx.doi.org/10.32678/primary.v12i01.2457.
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This study aims to: 1) find out the types of mathematics learning difficulties experienced by MI students, 2) find out the factors that cause difficulty learning mathematics of MI students, and 3) know the concepts and understanding of mathematics to overcome the difficulties of learning mathematics at Students Islamic Elementary School (MI).The research method used in this study is qualitative. The subjects of this study were two math subject teachers and sixs students who indicated mathematics learning difficulties. While the data collection techniques are observation, interviews, and documentation. Data analysis was carried out with descriptive analysis with data reduction, data presentation, and conclusion drawing.The results showed that: 1)Types of Mathematics learning difficulties experienced by MI / SD students include are, (1) low basic Mathematics skills relating to reading errors understanding the problem; transformation, answer writing process skills; (2) concept errors occur which include: errors in determining the theorem / formula, not writing theorem / formula; (3) procedural error, that is, the inability to manipulate the working steps of Mathematics and not using reasoning conclusions correctly; (4) computational errors that consist of errors in manipulating operations, and do not check the results of the calculation again; 2. Factors causing the difficulty of learning Mathematics MI students are, (1) internal factors, namely low interest and motivation to learn, low intellectual ability, and wrong perceptions of Mathematics, and not mastering the basic concepts of Mathematics; (2) external factors namely the teacher, the teacher lacks mastery of Mathematics material, the teacher does not understand the characteristics of students in learning, the teacher is less able to use active learning techniques, the lack of fulfillment of student books, the school environment is less supportive, and the community environment; 3. efforts to overcome the learning difficulties of MI students' Mathematics are, (1) building basic concepts of Mathematics and understanding proper Mathematics by teaching concepts, principles, with language that is easy for students and linking students' daily experiences; (2) re-teaching Mathematical concepts with theories or formulas that have been learned; (3) the development of students' intuitive thinking; (4) rebuild procedural Mathematics by repeating mathematical problems or problems by paying attention to facts, concepts, and principles that have been learned; (5) provide Mathematical remidial learning guidance. Keywords: learning difficulties, mathematics, islamic elementary school (MI)
Abstrak
Penelitian ini bertujuan untuk: 1) mengetahui jenis kesulitan belajar Matematika yang dialami siswa MI, 2) mengetahui faktor penyebab kesulitan belajar Matematika siswa MI, dan 3) mengetahui upaya mengatasi kesulitan belajar Matematika siswa MI.
Metode penelitian yang digunakan dalam penelitian ini adalah kualitatif. Subjek penelitian ini adalah dua guru mata pelajaran matematika dan 6 siswa yang terindikasi kesulitan belajar matematika. Sedangkan teknik pengumpulan data dengan observasi, wawancara, dan dokumentasi. Analisis data dilakukan dengan analisis deskriptif dengan reduksi data, penyajian data, dan penarikan kesimpulan.
Hasil penelitian menunjukkan bahwa: 1). Jenis kesulitan belajar Matematika yang dialami siswa MI/SD meliputi: (1) rendah keterampilan dasar Matematika yaitu berkaitan dengan kesalahan membaca soal, memahami masalah, transformasi, keterampilan proses penulisan jawaban; (2) terjadi kesalahan konsep yang meliputi: kesalahan dalam menentukan teorema/rumus, tidak menuliskan teorema/rumus; (3) kesalahan prosedural yaitu, ketidakmampuan memanipulasi langkah-langkah pengerjaan Matematika, dan tidak menggunakan penalaran kesimpulan dengan benar; (4) kesalahan komputasi yang terdiri dari kesalahan dalam memanipulasi operasi, dan tidak memeriksa hasil hitungannya kembali; 2). Faktor penyebab kesulitan belajar Matematika siswa MI adalah, (1) faktor internal yaitu minat dan motivasi belajar rendah, kemampuan intelektual rendah, persepsi yang salah terhadap Matematika, dan tidak dikuasainya konsep-konsep dasar Matematika; (2) faktor eksternal yaitu guru, guru kurang menguasai materi Matematika, guru tidak memahami karakteristik siswa dalam belajar, guru kurang mampu menggunakan teknik pembelajaran aktif, kurang terpenuhinya buku siswa, lingkungan sekolah kurang mendukung, dan lingkungan masyarakat; 3) upaya untuk mengatasi kesulitan belajar Matematika siswa MI adalah, (1) membangun konsep dasar Matematika serta pemahaman Matematika yang tepat dengan mengajarkan konsep, prinsip, dengan bahasa yang mudah bagi siswa serta mengaitkan pengalaman sehari-hari siswa; (2) mengajar kembali konsep Matematika dengan teori-teori atau rumus-rumus yang telah dipelajari; (3) pengembangan berpikir intuitif siswa; (4) membangun kembali procedural Matematika dengan mengulang kembali soal-soal atau permasalahan matematika dengan memperhatikan fakta-fakta, konsep-konsep, dan prisip yang pernah dipelajari; (5) memberikan bimbingan pembelajaran remidial Matematika.
Kata Kunci: Kesulitan belajar, matematika, Madrasah Ibtidaiyah.
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Nugroho, Fajar Agung, and H. Hastuti. "CONSTRAINTS OF GEOGRAPHY TEACHER OF SMA N 1 NGAGLIK IN DEVELOPING THE 2013 CURRICULUM LEARNING DEVICES IN SLEMAN REGENCY." Geosfera Indonesia 4, no. 1 (April 29, 2019): 44. http://dx.doi.org/10.19184/geosi.v4i1.9294.
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This study aims to determine: (1) the difficulties of geography teachers in SMA N 1 Ngaglik to develop learning media, and (2) how to solve those difficulties. This research was conducted in SMA N 1 Ngaglik. This study used descriptive qualitative method. The subjects in this study were the geography teachers. The data collection techniques used was observation, interviews, and documentation. The data analysis technique in this study used interactive analysis which includes data collection, data reduction, data presentation, and conclusion. The results of this study indicate: (1) the obstacles found in the school like the teachers develop syllabus using a scientific approach only, they have not carried out all learning models in accordance with Curriculum 2013, the difficulties in developing learning media, the difficulties in developing learning media, and the difficulties in assessing balanced attitudes and skills with knowledge, and (2) to solve those difficulties the teacher carries out various ways by discussing and sharing with other geography teacher, participates in MGMP activities from the school to the district level, attends trainings or workshops to add insight and various information for the improvements in developing learning media.
Keywords: obstacles, learning media, curriculum 2013
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Copyright (c) 2018 Geosfera Indonesia Journal and Department of Geography Education, University of Jember
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Yuliati, Siti Rohmi, and Ika Lestari. "HIGHER-ORDER THINKING SKILLS (HOTS) ANALYSIS OF STUDENTS IN SOLVING HOTS QUESTION IN HIGHER EDUCATION." Perspektif Ilmu Pendidikan 32, no. 2 (October 10, 2018): 181–88. http://dx.doi.org/10.21009/pip.322.10.
Full textAbstract:
Students of Elementary School Teacher Education programs must be able to have higher-order thinking skills (HOTS) so that they can train students to have HOTS through learning activities created when they have become elementary school teachers. This study aims to explain students' high-level thinking skills in solving HOTS-oriented questions in Instructional Evaluation courses. This study uses qualitative research methods with data collection techniques using cognitive test instruments in the form of descriptions. Data analysis techniques use simple descriptive statistics. The results showed the level of thinking ability of students in answering HOTS practice questions still needed improvement. Students who have high learning abilities are better at answering HOTS-oriented questions compared to students in the medium and low categories. Recommendations for future research are required learning modules that can facilitate learning activities that lead to HOTS so that students are skilled in answering and making HOTS-oriented practice questions for elementary school students when they become a teacher.
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