Relevant bibliographies by topics / Primary school mathematics

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Primary school mathematics'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 June 2025

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Journal articles on the topic "Primary school mathematics"

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Rа’nоxоn, Shаrоfutdinоvа, Ahmedbekova Mahpuza, Аhrоrjоn Rаhmаtjоnzоdа, and Xursanova Zilola. "ATTITUDE TO MATHEMATICS IN PRIMARY SCHOOL STUDENTS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 11 (November 1, 2022): 208–12. http://dx.doi.org/10.55640/eijmrms-02-11-47.

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Most of the study of attitudes towards mathematics involved older children and adults. Checking the early development of attitudes towards mathematics is of particular importance in order to understand the relationship between them and real indicators and, if possible, to prevent the development of a strong negative attitude.
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Forteck, Aloysius Betangah. "Mathematics Curriculum for Primary School Teacher Training Colleges and its Impact on the Teaching of Mathematics in English Speaking Primary Schools in South West Region of Cameroon." International Journal of Trend in Scientific Research and Development 4, no. 2 (February 10, 2020): 180–95. https://doi.org/10.5281/zenodo.3843059.

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The paper examined the extent to which the mathematics curriculum for PSTTC impacts the teaching of mathematics in English Speaking Primary Schools in South West Region. The research question was to examine the extent to which mathematics pedagogic knowledge learnt in PSTTC have an impact on the teaching of mathematics in primary schools. The survey research design was used on a target population of 31 mathematics teacher trainers and 6482 primary school teachers. 31 mathematics teacher trainers and 45 primary school teachers formed the accessible population. The instruments used to collect the data were a questionnaire The researcher used the direct delivery technique to collect data from 31 mathematics teacher trainers on the questionnaire, 5 mathematics teacher trainers on one interview, and 45 primary school teachers on another interview. All the mathematics teacher trainers were from primary school teacher training colleges located in South West Region, while all the primary school teachers were from primary schools located in the South West Region. Data were analysed descriptively using frequencies and percentages, and also inferentially using Spearman Rank correlation. The results showed that the mathematics pedagogic knowledge learnt in PSTTC has no significant impact on the teaching of mathematics in English Speaking Primary Schools in South West Region is not effective, not efficient, and not appealing. Generally, the mathematics curriculum for PSTTC has no significant impact on the teaching of mathematics in English Speaking Primary Schools in South West Region. Based on the findings, it is recommended that More time should be allocated for the teaching learning of mathematics in PSTTC, the mathematics syllabus for PSTTC should align with that of English Speaking Primary Schools, the weighting of mathematics in PSTTC should be increased so as to motivate student teachers to learn mathematics and the teaching of mathematics. Further research could be carried out on The effectiveness and efficiency of mathematics teacher trainers of PSTTC on the teaching of mathematics in PSTTC The strategies that could be employed in PSTTCs and during in service training of primary school teachers, that would enable student teachers and primary school teachers develop positive attitudes and enthusiasm towards mathematics and the teaching of mathematics and the causes of pupils' poor performance in mathematics in English Speaking Primary Schools in South West Region of Cameroon. Forteck Aloysius Betangah "Mathematics Curriculum for Primary School Teacher Training Colleges and its Impact on the Teaching of Mathematics in English Speaking Primary Schools in South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020, URL: https://www.ijtsrd.com/papers/ijtsrd29961.pdf
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Vragović, Anica, and Irena Klasnić. "DO PRIMARY SCHOOL STUDENTS LIKE MATHEMATICS?" SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 624–34. http://dx.doi.org/10.17770/sie2021vol2.6158.

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Importance of mathematics as a school subject is evident in a fact that it is a constituent part of core curriculum for basic education in all education systems in the world. First few years of education are of crucial importance to the formation of attitudes towards mathematics. Attitudes are important because they navigate our actions and by doing so, influence our reality and our future as well. Research on attitudes towards mathematics has considerably increased over the past few years, since the importance of mathematics is getting continuously more accentuated. In the context of schools and education, it is emphasized how positive attitude towards mathematics influences students’ relationship with school-work, studying, confidence and behaviour. The aim of the study was to determine primary school students’ attitudes towards mathematics. One hundred and seventy-one students from 3rd to 8th grade from III Primary School Varaždin, Croatia participated in the research. The data were analyzed with t-test and one-way ANOVA for independent samples. The research has shown that there is no statistically significant gender difference in attitudes towards mathematics; however, age difference was confirmed. It was also found that younger students in primary education had a more positive attitude towards mathematics than older students. Practical implications of acquired results could be in providing additional support to 5th and 6th grade students when the change from positive to negative attitude happens.
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Abbosovna, ofurova Mahfuza, and Toshmirzoyeva Ezozaxon. "WORKING WITH ALGORITHMIC TASKS IN PRIMARY SCHOOL MATHEMATICS LESSONS." International Journal of Advance Scientific Research 05, no. 12 (December 12, 2024): 54–59. https://doi.org/10.37547/ijasr-04-12-09.

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This article explores methods for working with algorithmic tasks in primary school mathematics lessons, the sequence of algorithmic tasks, and the skills required to correctly structure these tasks. The significance of algorithms in enhancing mathematical literacy among primary school students is explained.
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Abbosovna, Gofurova Mahfuza, and Xolmirzayeva Odina. "WORKING WITH VARIABLE EXPRESSIONS IN PRIMARY SCHOOL MATHEMATICS LESSONS." International Journal of Advance Scientific Research 05, no. 12 (December 12, 2024): 72–75. https://doi.org/10.37547/ijasr-04-12-12.

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Arehbay, Berik, Nai-Qing Song, and Sayat Ibraimov. "Some aspects of effective mathematics lessons in primary school." International Journal of Academic Research 5, no. 6 (December 10, 2013): 216–19. http://dx.doi.org/10.7813/2075-4124.2013/5-6/a.27.

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Duffin, Janet. "Mathematics and the Primary School." Mathematical Gazette 70, no. 454 (December 1986): 312. http://dx.doi.org/10.2307/3616204.

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Nazish, Anila, and Dr Muhammad Akhtar Kang. "Identifying the Causes of Learning Difficulties in Mathematics among Primary School Students." Journal of Education and Educational Development 11, no. 2 (December 23, 2024): 224–42. https://doi.org/10.22555/joeed.v11i2.1104.

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A variety of factors are associated with the learning difficulty in mathematics in the context of Pakistani schools. This study explored the different causes of learning difficulties in mathematics faced by primary school students in Karachi, Pakistan. Using a quantitative research design, the data was gathered from the parents and teachers of primary-going students in Karachi. The data was gathered using an adapted questionnaire having demographic and construct sections. The constructs were adopted by reviewing the literature. The findings of the study reveal a significant effect of Mathematics Efficacy, Grade Anxiety, Future Factors and Confidence level of students on their mathematic performance in classrooms. The study recommends that teachers serving to teach mathematics to primary school students consider the explored factors while preparing the lesson plans. This study contributes into the existing literature in terms of the impotence of increasing teachers’ awareness regarding the preparation of lesson plans having the source of fun and enjoyment in the classroom, as enjoyable mathematics learning increases the motivation of students to keep their future enjoyment in the mathematics tasks.
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Uwineza, Innocente, Alphonse Uworwabayeho, and Kenya Yokoyama. "Classroom practices in primary schools' mathematics teaching supported by the Interactive Mathematics Software for Rwanda." International Journal of Evaluation and Research in Education (IJERE) 13, no. 1 (February 1, 2024): 511–22. https://doi.org/10.11591/ijere.v13i1.25244.

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Over recent decades, the integration of technological resources in education increased growingly. However, studies about the assessment of information and communications technology integration in primary school mathematics activities remained few. This research intended to comparatively examine the aspects of classroom practices observed during the implementation of the Interactive Mathematics (IM) Software in primary schools in Rwanda. Designed as quasi-experimental, it involved the experimental groups from Primary-2, Primary-3, Primary-4, and Primary-5 and analyzed aspects of school statuses, the school years, and the educational cycles. Data collected using Likert-scale measurements from 63 classroom observations were analyzed using Microsoft Excel and a two-sample t-test analysis was conducted to determine if the significance of mean differences. The findings revealed no significant difference between lower and upper primary based on a p-value of 0.829368908 (p-value>.05) and between the 2019 and 2020 teaching periods (considering the same teacher) based on the p-value=0.324542 (p-value>.05). However, the findings revealed that private and public schools’ mean differences were significant based on the calculated p-value equal to 0.007144 (p-value<.01). The study made various recommendations towards using IM software to promote quality mathematics education in primary schools in Rwanda and pre-service teacher training to boost the initiation process of their technology-enhanced pedagogy knowledge to teach mathematics.
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Liu, Qingqing. "Gamification in Primary School Mathematics Teaching." Journal of Education, Humanities and Social Sciences 22 (November 26, 2023): 428–33. http://dx.doi.org/10.54097/ehss.v22i.12493.

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This essay explains the current situation of primary school mathematical teaching and the effectiveness of applying Gamification in mathematical primary classrooms. The primary school stage is an important issue that the whole society cares about in childhood education. Among them, as a mathematics subject that will be widely used in future development, its learning method is even more critical. However, as traditional mathematics classes cannot consider individual differentiation, they cannot let students reach their potential. It will lead to a wrong understanding of mathematical theory from students. Therefore, it needs to incorporate some new pedagogy. Gamification, as a novel and innovative teaching method, can increase students’ motivation and interest in a subject, which can be used in primary school mathematics classes. However, it has not been widely used in primary school mathematics. This study will combine the analysis of gamification by a large number of researchers to explore its advantages and disadvantages for primary school mathematics teaching, as well as the current status of a small number of gamification mathematics teaching, the difficulties it uses, and the strategies that can be used. Finally, combined with a lot of research and analysis, Gamification is feasible in the application of elementary school mathematics. Even if it contains some defects, it can be used in combination with other pedagogies to make up for the defects.
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Dissertations / Theses on the topic "Primary school mathematics"

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Finlayson, Helen M. "LOGO, mathematics and upper primary school children." Thesis, University of Edinburgh, 1986. http://hdl.handle.net/1842/6629.

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This study was set up to assess the contribution that a computer modelling approach using the language LOGO could make to the quality of mathematics learning in primary school children. Following a constructivist theory of mathematical learning it is argued that many problems children have with their mathematics results from instrumental learning without understanding, rather than relational learning. LOGO was developed, in part, to provide a learning environment for children to investigate mathematical ideas and thus develop their own understanding. Previous research has not provided much evidence that this happens, nor specified what mathematical learning could be expected to take place and what pedagogic approach could bring it about. Other questions relating to the maturity of the children and their aptitude for programming have similarly been neglected. This study was set up to identify the mathematical ideas intrinsic to Turtle Geometry and to explore the conditions under which this learning could best be fostered. The study was carried out in three phases. The first phase considered the constraints of maturity and the need to program on the learning of 9 and 11 year old children. The second phase of the study followed up the programming of the older children, to see what mathematics they were encountering, and what sort of activities encouraged them to think mathematically. Pre and post tests were used to identify the mathematical learning which was taking place. In Phase III a control group was used to identify the particular mathematical learning which could be attributed to LOGO experience, and to assess the transfer of mathematical learning from the LOGO context to novel problem solving. The first two phases revealed considerable mathematical activity intrinsic to Turtle Geometry. The need to learn some simple programming apparently did not present a barrier to mathematical investigation. The test results in the third phase showed that the children had deepened their understanding of angles, variables and general process aspects of mathematics through using LOGO. The performance of the children on the computers was monitored and was found to be revealing of their current mathematical understanding.
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Gottardis, L. "Deaf primary school children's achievement in mathematics." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:13f90aa3-c27e-46e2-a6b6-3db04de3712f.

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The present research aims to evaluate the extent of deaf children’s delay in mathematics, identifying the moderators of this delay and determine the longitudinal predictors of their mathematical achievement. For five decades, studies have reported that deaf children lag behind their hearing peers in mathematics (Gottardis, Nunes and Lunt, 2011). Background factors such as age, degree of hearing loss, presence of cochlear implant and types of educational provision were previously hypothesised to be moderators of the extent of this delay but, up to now, they have not been tested. Pagliaro (2010) argued that number knowledge, working memory and degree of hearing loss could be possible causes of deaf children’s difficulties in mathematics but no clear conclusions were reached. The present investigation aims to provide insight into the causes of deaf children’s delay in mathematics. The survey study addressed the first aim of the present study. The maths test of the Performance Indicators for Primary School (PIPS) was used as outcome measure. Factors related to deaf children (degree of hearing loss, age, years in education, presence of cochlear implant, gender, causes of deafness) and background factors (highest maternal education, language used at home, type of educational provision) were assessed as possible predictors and moderators of the extent of deaf children’s delay in mathematics. The overall extent of deaf children’s delay in mathematics was of -1.76 SDs. The older the children get and the more years they spend in special schools for the deaf or in units for hearing impaired, the wider is their gap in mathematics achievement compared with their hearing peers. It is, therefore, necessary to intervene in their mathematical learning in the early years of schooling in order to create pathways for improvement. The second aim of the present study was addressed through a longitudinal design. Logical-mathematical reasoning, working memory and counting ability were chosen as predictors of deaf children’s mathematical attainment on the basis of theoretical framework, evidence from longitudinal studies and from the analysis of the difficulties that deaf children have in these factors compared with hearing peers. Hierarchical regression analyses were used to assess the independence of the contributions of logical-mathematical reasoning, working memory and counting ability to the prediction of deaf children’s mathematical achievement measured through the PIPS. Age, years in education, type of educational provision and non-verbal intelligence were used as controls. Counting ability and working memory did make independent contributions to the prediction of deaf children’s mathematical success but logical mathematical reasoning was by far the strongest predictor. When the predictors were entered in the model, none of the control variables predicted significantly deaf children’s mathematical achievement. This study makes several empirical contributions. First, it established age, years in education and types of educational provision as moderators of the extent of deaf children’s delay in mathematics. Second, it determined the plausibility of a causal link between logical-mathematical reasoning, counting ability, working memory and deaf children’s mathematical achievement. The implication is that schools must explicitly plan to improve deaf children’s mathematical reasoning, counting ability and working memory when they are in kindergarten and in the first years of school in order to help the children’s mathematical development.
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Sangster, Margaret. "An exploration of pattern in primary school mathematics." Thesis, University of Surrey, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326524.

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Hodgen, Jeremy. "Teacher identity and professional development in primary school mathematics." Thesis, King's College London (University of London), 2003. https://kclpure.kcl.ac.uk/portal/en/theses/teacher-identity-and-professional-development-in-primary-school-mathematics(3727b6d6-726a-4553-95b2-c74e350c4b7f).html.

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Bibby, Tamara. "Primary school teachers' personal and professional relationships with mathematics." Thesis, King's College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369055.

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Roos, Helena. "Inclusion in mathematics in primary school : what can it be?" Licentiate thesis, Linnéuniversitetet, Institutionen för matematikdidaktik (MD), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-39800.

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Thomson, Stephanie Louisa. "A configurational analysis of parental involvement in primary school mathematics." Thesis, Durham University, 2012. http://etheses.dur.ac.uk/3432/.

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I use the method Qualitative Comparative Analysis (QCA) to analyse data from the British Birth Cohort Study of 1970 which follows a cohort of children born in a particular week in 1970. QCA allows for case-based analysis on large datasets. The solutions from a QCA analysis can be thought of as causal pathways to a specified outcome showing that causal factors do not necessarily operate in a homogeneous way across all cases – a key assumption of regression-type analyses. Initially, I conduct some QCA analyses on the BCS and explain, in detail, the various stages of the process. Included in this explanation is a detailed, methodological discussion about some of the difficulties. Particularly, I discuss how to proceed when faced with limited diversity in the data – a not-uncommon problem in social data which is often overlooked. One of the intermediary steps in a QCA analysis is the creation of a truth table which has a row for each possible combination of causal factors and details the number of cases in each row and how many of these achieve the outcome. Each of these rows can be thought of as a type – a particular configuration of factors. A large dataset such as the BCS will suffer from a lack of detail in some areas and, it is for this reason, that I also conducted interviews. Those interviewed were selected to represent some of the types I wanted to explore in more detail. I investigated what different strategies were employed by parents who would come under the same type(s) in the QCA analyses. Specifically, I examined in what way these differing strategies were linked to possession of differing amounts and types of cultural and social capital, as conceptualised by Bourdieu, in the parents. I suggested in this section that the composition of capital must be explored as well as the individual levels of particular types of capital as this helps us understand how parents transfer (or fail to transfer) their capital to their children. The combination of QCA and interview analysis allowed me to take a case-focused, configurational approach to the investigation of parental involvement in mathematics education. An approach such as this sees the parents (and their children) as products of a collection of circumstances which may combine to produce particular disadvantage or foster an unpredictable approach to overcoming disadvantage.
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Leung, Hei Pak, and 梁希珀. "Evaluation of students' achievement and attitudes in primary school mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957237.

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Biccard, Piera. "The didactisation practices in primary school mathematics teachers through modelling." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85598.

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Thesis (PhD)-- Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: Mathematics teacher development is a source of national and international concern. This study describes how primary school mathematics teachers develop didactisation practices. In considering how teachers could develop, so that student learning is optimised; the concepts of didactisation and the mathematical work of teaching were sourced from existing literature. The concept didactisation is explored and defined; and is incorporated with the concept of mathematical work of teaching. Nine practices were made explicit through this incorporation: active students, differentiation, mathematisation, vertically aligned lessons, access, probe, connect and assess student thinking, and teacher reflection. These nine practices become the framework for the professional development program and the data generation structure. Five primary school teachers were involved in a professional development program that used model-eliciting activities (MEAs) as a point of departure. A modelling perspective to teacher learning was chosen for the professional development program. The methodology followed the principles of design research and from this, a three phase teaching experiment was designed and implemented. The teachers and researcher met for development sessions and teachers were observed in practice at intervals throughout the program. Their developing didactisation practices were documented through a qualitative analysis of the data. It was established that teachers’ didactisation practices did develop during the nine-month program. Furthermore it was found that didactisation practices developed at different rates and consequently, a hierarchy of didactisation practice development is presented. The impact of the program was also gauged through teachers’ changing resources, goals and orientations. These three aspects also evolved over time. The program proposed in this study may be a suitable model to develop in-service and pre-service mathematics teachers. The study contributes to understanding teacher action in a classroom and how teachers can change their own thinking and practice.<br>AFRIKAANSE OPSOMMING: Die ontwikkeling van wiskundeonderwysers is ‘n bron van nasionale en internasionale kommer. Hierdie studie beskryf hoe die didaktiseringspraktyke van laerskool wiskundeonderwysers met die oog op optimalisering van leer ontwikkel het. In die bestudering van die ontwikkeling van onderwysers met die oog op optimalisering van leer, is die begrippe didaktisering en die wiskundige werk van onderrig (mathematical work of teaching) nagespoor uit bestaande literatuur. Die begrip didaktisering is deeglik ondersoek, gedefinieer en saamgevoeg met die begrip wiskundige werk van onderrig. Nege praktyke is eksplisiet gemaak deur hierdie inkorperering: aktiewe studente, differensiasie, matematisering, vertikaalgerigte lesse, toegang, indringende ondersoek, gekonnekteerdheid en assessering van studente-denke, en onderwyserrefleksie. Hierdie nege praktyke het die raamwerk gevorm vir die professionele ontwikkelingsprogram en die data genereringstruktuur. Vyf laerskool onderwysers was betrokke in ‘n professionele ontwikkelingsprogram waarin model-ontlokkende aktiwiteite (MOA’s) as ‘n vertrekpunt gebruik is. ‘n Modelleringsperspektief is vir onderwyserleer in die ontwikkelingsprogram gekies. Die metodologie volg die beginsels van ontwerpnavorsing waarna ‘n drie-fase onderrig-eksperiment ontwerp en in werking gestel is. Die navorser en die onderwysers het byeengekom vir ontwikkelingsessies; die onderwysers is op ‘n gereelde basis tydens die program besoek om hul onderwyspraktyk waar te neem. Hul ontwikkelende didaktiseringspraktyke is gedokumenteer en die data is kwalitatief geanaliseer. Onderwysers se didaktiseringspraktyke het wel gedurende die negemaande program ontwikkeling getoon. Hierdie didaktiseringspraktyke het egter teen verskillende tempo’s ontwikkel en daarom kon ‘n hierargie van die ontwikkeling van didaktiseringspraktyke saamgestel word. Die impak van hierdie program op onderwysers se veranderende hulpbronne, doelstellings en oriëntasies is ook gemeet. Die drie aspekte het in hierdie nege maande verder ontwikkel. Die voorgestelde program in hierdie studie mag moontlik ‘n gepaste model wees om indiens en voornemende wiskundeonderwysers te ontwikkel. Die studie lewer ‘n bydrae tot ‘n beter begrip van onderwyserhandelinge in ‘n klaskamer, asook hoe onderwysers hul eie denke en praktyke kan verander.
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Newton, R. "Parents, children and primary school mathematics : experiences, identity and activity." Thesis, Oxford Brookes University, 2012. http://radar.brookes.ac.uk/radar/items/05820562-32e0-7d48-b0bc-f61faf8e0f9a/1.

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Parental involvement in children’s learning plays a significant role in attainment in primary school. However, in the case of mathematics, a core subject in the primary school curriculum, research suggests that parents face a number of barriers to involvement. Following an approach informed by the sociocultural theory, this project aimed to investigate parental involvement in children’s school mathematical learning through a focus upon experiences, identity and activity. Twenty-four parent-child pairs took part in the study. The children were all aged between 7 and 11 years old and attended primary schools in the UK. Parents took part in a semi-structured episodic interview and parent-child dyads were observed completing a 20-minute simulated school mathematical activity. Data analysis consisted of four phases. Firstly, interview responses were subjected to a thematic analysis to examine parental experiences of: (1) school mathematics, (2) parent-child mathematical activity, and (3) home-school communication. Secondly, the interview transcripts were analysed using dialogical self theory to investigate mathematical identity. This concentrated on how parents constructed a mathematical ‘self’, to describe themselves, and a mathematical ‘other’, to describe their children. Thirdly, the observations of parent-child mathematical activity were analysed for mathematical goals, contingency and scaffolding. Finally, the results of the second and third phases were compared to study the relationship between identity and goals. Analysis of parental experiences extended existing academic research in a number of areas. This included parental interaction strategies, particularly propinquity, and barriers to parental involvement, for instance divergent mathematical understandings. Uniquely, in applying dialogical self theory to study mathematical identity, this research showed how the mathematical ‘self’ and ‘other’ shift spatially and chronologically through participation in sociocultural activity. Identity formation was also shown to be a reflexive process that embraced a range of diverse social influences. Mathematical goals were seen to form and shift due to the activity structure, artefacts and conventions of the task, social interaction between the dyad, and the prior experience parents and children brought to the task. Analysing parentchild school mathematical interaction in this manner provides a distinctive contribution to understanding a widespread, but poorly understood social practice. The final stage of analysis indicated that the mathematical identities parents assigned to children more closely match the goals in parent-child mathematical activity than the mathematical identities parents constructed for themselves. The original and important findings generated by this project provide distinct implications for academics, educators and others working with parents and children.
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Books on the topic "Primary school mathematics"

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Desmond, Broomes, ed. Teaching primary school mathematics. Kingston, Jamaica: I. Randle, 1995.

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HeadTeachers, National Association of, ed. Mathematics and the primary school. Haywards Heath: National Association of Head Teachers, 1985.

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Beloshistaya, Anna. Mathematics in primary school: teaching methods. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1070170.

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The textbook contains methodological information and recommendations for the course of mathematics, which is studied in elementary school. All types of tasks, computational techniques and computational actions, typical and non-typical tasks, and techniques for working with them are given. The content of the textbook is focused on the mandatory minimum of primary education, current programs and current textbooks. The article presents universal methodological information related to any of the modern systems of teaching mathematics in primary classes. Meets the requirements of the federal state standards of secondary vocational education of the latest generation. It is addressed to students of institutions of secondary vocational education in the specialty "Teaching in primary classes".
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Canterbury Christ Church University College. Primary Mathematics Team., ed. Teaching mathematics in the primary school. London: Continuum, 2005.

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Tony, Brown. Coordinating Mathematics Across the Primary School. London: Taylor & Francis Inc, 2004.

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Tan, Winnie. Earlybird pre-school mathematics. Singapore: Earlybird Books, 2000.

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Lyons, Úna M. Regrouping for Mathematics in the Primary School. Dublin: University College Dublin, 1999.

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1956-, Winter Jan, ed. Improving primary mathematics: Linking home and school. New York: Routledge, 2009.

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Sangster, Margaret. An exploration of pattern in primary school mathematics. [Guildford]: University of Surrey, 1999.

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Association, Mathematical, ed. Choosing a primary school mathematics textbook or scheme. Leicester: the Mathematical Association, 1986.

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Book chapters on the topic "Primary school mathematics"

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King, Hazel, Gina Donaldson, and Sonia Tomlinson. "Mentoring for mathematics." In Mentoring Teachers in the Primary School, 158–70. Abingdon, Oxon; New York: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429424199-17.

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Townsend, Vivien, and Mark Boylan. "Teaching Mathematics." In Learning to Teach in the Primary School, 254–69. 5th ed. London: Routledge, 2025. https://doi.org/10.4324/9781032691794-22.

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Boylan, Mark, and Vivien Townsend. "Understanding Mastery in Primary Mathematics." In Learning to Teach in the Primary School, 456–69. Fourth edition. | New York : Routledge, 2018. | Series: Learning to Teach in the Primary School Series: Routledge, 2018. http://dx.doi.org/10.4324/9781315453736-41.

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Ferrarello, Daniela. "Graphs in Primary School: Playing with Technology." In Mathematics and Technology, 143–69. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51380-5_8.

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Batanero, Carmen, Pedro Arteaga, Luis Serrano, and Blanca Ruiz. "Prospective Primary School Teachers’ Perception of Randomness." In Advances in Mathematics Education, 345–66. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7155-0_19.

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Tian, Huisheng, and Zhichang Sun. "Mathematics Assessment Report." In Assessment Report on Chinese Primary School Students’ Academic Achievement, 95–136. Berlin, Heidelberg: Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-57530-7_3.

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Ward, Hellen. "Mentoring for science, technology, engineering and mathematics (STEM)." In Mentoring Teachers in the Primary School, 198–207. Abingdon, Oxon; New York: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429424199-20.

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Grigg, Russell. "Challenges and best practices in English, mathematics, and science." In Becoming an Outstanding Primary School Teacher, 142–70. 3rd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003138396-7.

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"Mathematics at school." In Improving Primary Mathematics, 16–28. Routledge, 2009. http://dx.doi.org/10.4324/9780203015131-8.

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"Mathematics." In STEM Education in the Primary School, 91–106. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108868488.005.

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Conference papers on the topic "Primary school mathematics"

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Gavira-Duron, Nora, Claudia Maria Ramirez-Culebro, and Nancy Maribel Arratia-Martinez. "FROM PRIMARY TO HIGH SCHOOL: PROGRESSION AND GENDER DISPARITIES IN MATHEMATICS PERFORMANCE IN MEXICO." In 19th International Technology, Education and Development Conference, 5418–23. IATED, 2025. https://doi.org/10.21125/inted.2025.1371.

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Nurmasari, Linda, Budiyono, Joko Nurkamto, and Murni Ramli. "Mathematical literacy profile of primary school students." In INTERNATIONAL CONFERENCE OF MATHEMATICS AND MATHEMATICS EDUCATION (I-CMME) 2021. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0116799.

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Yuliandari, Ria Norfika, and Dian Mustika Anggraini. "Teaching for Understanding Mathematics in Primary School." In International Conference on Engineering, Technology and Social Science (ICONETOS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210421.007.

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Voronina, Ludmila Valentinovna. "EDUCATION OF PRIMARY SCHOOL CHILDREN IN TEACHING MATHEMATICS." In Воспитание как стратегический национальный приоритет. Екатеринбург: Уральский государственный педагогический университет, 2021. http://dx.doi.org/10.26170/kvnp-2021-01-15.

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Goncharova, N. V., and V. A. Bakhmat. "Types of homework in mathematics in primary school." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2019. http://dx.doi.org/10.18411/lj-03-2019-107.

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URSU, Ludmila. "Teaching strategies for mathematics lessons in primary school." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v2.25-03-2022.p7-14.

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This article addresses the issue of increasing the effectiveness of mathematics teaching strategies in primary school from the perspective of predominant cognitive operations in the teaching approach: inductivedeductive, analog and transductive teaching strategies. The main features of these strategies are highlighted. Structured models of the following dimensions are proposed: the stages of the teaching approach; forms of class organization; basic teaching methods; types of teaching aids. The proposed models allow personalization and adaptation to various educational contexts.
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Cirulis, Astrida, and Ineta Helmane. "Primary School Mathematics Education Curricula in the United States and Latvia." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.41.

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Mathematics and its related competencies are used consciously and unconsciously in many of life’s everyday activities regardless of the country or geographical location, policies, social, economic or political situations. The abstract language of mathematics is understood throughout the world but is learned in a variety of different types and levels of institutions of learning. An everchanging globalized world prioritizes the need for mathematics. Therefore, the mathematics taught in school should give an understanding of mathematics and the tools to use mathematics effectively in new situations. It is common today that many countries are re-evaluating and revising their education system’s standards for mathematics teaching, recognizing the changing needs of the work force and society. Within the framework of a project implemented at the Faculty of Pedagogy, Psychology and Art at the University of Latvia, one of the main priorities of which is to promote the exchange of academic staff and cooperation in training future teachers, it was possible to evaluate and compare mathematics curricula in both countries. The aim of this paper is to do a preliminary analysis of the content of the basic education curricula in Latvia and U.S., focusing specifically on geometry and measurement, and seek data about the impact of the Standards on learning. The study, using document analysis, reviews the competency-based approach taken in Latvia’s Skola2030 (School2030), and compares it to the Common Core State Standards, implemented in the U.S. A review of the similarities and differences in the content and sequencing is explored. Reviewing the mathematics content in both countries showed more similarities than differences in geometry and measurement. The study looked at not only the mathematical content of the standards but also the approach both countries’ standards take in developing students’ conceptual understanding of primary mathematics to promote mathematical literacy for all students.
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Apsari, Ratih Ayu, Sariyasa, Nourma Pramestie Wulandari, Tabita Wahyu Triutami, and Agus Adi Putrawan. "Fostering mathematical literacy amongst primary school students using realistic mathematics education approach." In COMPUTATIONAL INTELLIGENCE AND NETWORK SECURITY. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0122922.

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Sakinah Nuraini, Ni Luh, Puri Selfi Cholifah, and Wisnu Cahyo Laksono. "Mathematics Errors in Elementary School: A Meta-Synthesis Study." In 1st International Conference on Early Childhood and Primary Education (ECPE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ecpe-18.2018.32.

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Campos, Helena, and Ana Carolina Pires. "STORIES WITH MATHEMATICS: A TEACHING EXPERIENCE IN PRIMARY SCHOOL." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2075.

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Reports on the topic "Primary school mathematics"

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Sitabkhan, Yasmin, Aida Alikova, Nurgul Toktogulova, Adema Zholdoshbekova, Wendi Ralaingita, and Jonathan Stern. Understanding Primary School Teachers’ Mathematical Knowledge for Teaching. RTI Press, September 2024. http://dx.doi.org/10.3768/rtipress.2024.rr.0052.2409.

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We present the results from an exploratory study that aimed to measure teachers’ specialized knowledge in early mathematics during a pilot of an educational intervention using the Foundational Mathematical Knowledge for Teaching (FMKT) survey. The survey was administered to 323 teachers in the Kyrgyz Republic in 2021. We delve into survey results at two timepoints (pre- and post-intervention) to showcase the areas in which the intervention was successful and identify ongoing challenges in teacher knowledge. We found that the FMKT provided detailed, specific information on teacher learning and is an example of one way to center teacher knowledge in an instructional intervention.
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Bianchi, Daniel, Leopoldo Cabrera, and Gabriela Sicilia. School Segregation And Compositional Effects: On Reading And Mathematics Performance Of Primary School Students In Europe. University of Cagliari (Italy), 2024. http://dx.doi.org/10.25145/c.2024.04.

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Näslund-Hadley, Emma, Haydée Alonzo, Neulin Villanueva, Ricardo Gideon, and Yvonne Flowers. The Effects of the COVID-19 Pandemic on Education Outcomes in Belize. Inter-American Development Bank, April 2023. http://dx.doi.org/10.18235/0004836.

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The COVID-19 pandemic brought school systems to a halt across the globe. In Belize, remote learning was challenging owing to limited access to educational technologies and lack of familiarity with remote learning among teachers. This study draws on national standardized exams and specific achievement testing to assess pandemic-related learning losses at the primary education level. Based on administrative data, the study also analyzes changes in student enrollment, dropout rates, and grade repetition at the primary and secondary levels. We find that school closures resulted in significant learning losses in English language and mathematics at the end of primary education. Matching international trends, the largest losses occurred in mathematics. Among the strands of mathematics content, the one showing the most dramatic loss is number sense in primary schools and geometry in secondary schools; the achievement level in both dropped by around 55 percent. Also, in line with international trends, average student repetition and dropout rates surged at the secondary level after prolonged school closures. The largest increase in dropout and repetition levels were found in urban secondary schools: the average dropout rate increased by 51 percent in the 2020/21 school year, compared with the average rate in the year prior to the start of the pandemic, while the repetition rate increased from 6.7 percent in the 2019/20 school year to 11.6 percent in the 2021/22 school year.
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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Schoen, Robert C., Christopher Rhoads, Alexandra Lane Perez, Amanda M. Tazaz, and Walter G. Secada. Impact of Cognitively Guided Instruction on Elementary School Mathematics Achievement: Five Years After the Initial Opportunity. Florida State University Library, February 2022. http://dx.doi.org/10.33009/fsu.1653430141.

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We studied the impact of a long-term teacher professional development program on elementary school mathematics achievement five years after the initial randomization using an intent-to-treat approach and all available achievement data for kindergarten through fifth-grade students. The intervention consisted of a randomized offer for teachers in 22 schools to participate in a professional-development program based on Cognitively Guided Instruction. The intervention had a small positive effect (g = 0.03) on mathematics achievement in the primary grades and a larger effect (g = 0.16) in the intermediate grades. Grade level was the only statistically significant moderator, with larger effects in higher grade levels. These results provide new evidence of a long-term effect of Cognitively Guided Instruction on student learning in mathematics.
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Álvarez Marinelli, Horacio, Samuel Berlinski, and Matías Busso. Research Insights: Can Struggling Primary School Readers Improve Their Reading through Targeted Remedial Interventions? Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002863.

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This paper assesses the effectiveness of an intervention aimed at improving the reading skills of struggling third-grade students in Colombia. In a series of randomized experiments, students participated in remedial tutorials conducted in small groups during school hours. Trained instructors used structured pedagogical materials that can be easily scaled up. Informed by the outcomes of each cohort, the intervention tools are fine-tuned for each subsequent cohort. The paper finds positive and persistent impacts on literacy scores and positive spillovers on some mathematics scores. The effectiveness of the program grew over time, likely because of higher dosage and the fine-tuning of materials.
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Tiruneh, Dawit, Ricardo Sabates, Caine Rolleston, and John Hoddinott. Trends in Mathematics Learning in Ethiopia: 2012-2019. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/045.

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In this Insight Note, we explore the possible explanations for the decline in learning levels among primary school pupils in relation to the General Education Quality Improvement Programme (GEQIP) reforms that wereintended to improve quality and equity in the Ethiopian basic education system. We examine the extent to which mathematics learning levels for Grade 4 pupils have declined over time, despite the implementation of reforms to improve them, as well as the lessons that may be drawn from this. We also examine whether there is any difference in the benefits of the educational reforms for pupils from disadvantaged backgrounds (i.e., from rural areas, emerging regions, and from the lowest socio-economic background). We make use of a unique longitudinal dataset on 33 schools in six regions of Ethiopia covering the period 2012 to 2019.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Ponce, Juan, Mercedes Onofa, and Paul E. Carrillo. Information Technology and Student Achievement: Evidence from a Randomized Experiment in Ecuador. Inter-American Development Bank, December 2010. http://dx.doi.org/10.18235/0011199.

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This paper studies the effects of information and communication technologies (ICT) in the school environment on educational achievement. To quantify these effects, the impact is evaluated of a project run by the municipality of Guayaquil, Ecuador, which provides computer-aided instruction in mathematics and language to students in primary schools. Using an experimental design, it is found that the program had a positive impact on mathematics test scores (about 0. 30 of a standard deviation) and a negative but statistically insignificant effect on language test scores. The impact is heterogeneous and is much larger for those students at the top of the achievement distribution.
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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