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Journal articles on the topic 'Perceptions, Elementary Teachers, Elementary Mathematics Teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

Campbell, Patricia F., Masako Nishio, Toni M. Smith, et al. "The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement." Journal for Research in Mathematics Education 45, no. 4 (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 (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, lear

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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 (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

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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 (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

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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 (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 si

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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 (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 taki

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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 (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 (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 (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. I

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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 (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

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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 (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

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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 (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 appr

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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 (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

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Shriki, Atara, and Dorit Patkin. "Elementary school mathematics teachers’ perception of their professional needs." Teacher Development 20, no. 3 (2016): 329–47. http://dx.doi.org/10.1080/13664530.2016.1155476.

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15

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 (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 (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 (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 f

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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 (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 tha

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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 (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

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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 (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 pr

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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 (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

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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 (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. Alth

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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 (2012): 33–52. http://dx.doi.org/10.18023/kjece.2012.32.6.002.

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24

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 (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 t

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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 (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 (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 (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 (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 (2009): 153–73. http://dx.doi.org/10.34249/jse.2009.16.1.153.

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30

Taşdemir, Cahit. "An Investigation of Academic Self-Efficacy Perceptions of Primary Mathematics Teacher Candidates." Higher Education Studies 9, no. 2 (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 &ldquo;Academic Self-Efficacy Scale&rdquo;, 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, G&uuml;r&ccedil;ay 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

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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 (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 (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 (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 (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.

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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 (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 mean

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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 (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 colla

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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 (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 (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

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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 chi

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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 (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

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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 (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 (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 lik

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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. (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 gru

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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 (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 observa

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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 (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 (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 docume

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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 (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

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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 (2018): 181–88. http://dx.doi.org/10.21009/pip.322.10.

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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 t

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