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Journal articles on the topic 'Primary school mathematics education'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Yan, Yusheng. "Gamification in Primary School Mathematics Education." Journal of Education, Humanities and Social Sciences 22 (November 26, 2023): 370–76. http://dx.doi.org/10.54097/ehss.v22i.12468.

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The use of gamification in primary mathematics education remains one of the critical topics of research today. Researchers have found that gamification plays a positive role in teaching and learning the relevant curriculum and can be used in different areas. However, there is a lack of specific research on using gamification in various components of primary mathematics education. Few researchers have made suggestions for rationalizing gamification in mathematics education. Therefore, this article examines the topic of gamification in primary school mathematics education. The paper analyses the

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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

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Meles, Christina, and Siti Rahaimah Ali. "MATHEMATICS EDUCATION VALUES APPLIED AMONG PRIMARY SCHOOL STUDENTS." International Journal of Modern Education 6, no. 21 (2024): 93–111. http://dx.doi.org/10.35631/ijmoe.621008.

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This study aims to identify mathematics education values applied among primary school students in Malaysia. This study involved three fourth year students from three different schools in the state of Sarawak. Qualitative data was obtained through classroom observations, individual interviews, field notes and learning documents. All learning sessions were recorded using a video recorder while interviews were recorded using an audio recorder. The findings of the study show that not all the mathematics education valuss are applied explicitly in mathematics learning. All the students involved expl

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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 (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 th

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Tefera, Anteneh, Mulugeta Atnafu, and Kassa Michael. "Alignment of Ethiopian Primary School Pre-Service Teacher Education Program with that Primary School Mathematics Contents/Syllabi." Natural Science and Advanced Technology Education 30, no. 1 (2021): 77–99. http://dx.doi.org/10.53656/nat2021-1.05.

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This study is a quantitative research that examine the extent of alignment of Ethiopian teacher education program curricula with primary school mathematics contents. So, to collect the data, the study was used content analysis as instrument. The sources of data were primary school mathematics syllabi and curricula materials of college of teacher education. To do this, the study employed quantitative method to collect data from pre-service mathematics teachers. Coders were very experienced teacher educators from three different colleges of teacher education: Kotebe Metropolitan University, Hawa

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Summer, Anita. "Entrepreneurship Education in Mathematics Education for Future Primary School Teachers." Discourse and Communication for Sustainable Education 10, no. 2 (2019): 89–99. http://dx.doi.org/10.2478/dcse-2019-0020.

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Abstract Teachers act as role models and through their activities are active co-designers of future generations. Independent thinking and taking responsible, sustainable actions form the basis for a vibrant society. Entrepreneurship skills can already be fostered in primary school children. This requires well-trained primary school teachers. The following text deals with the contents of “Entrepreneurship Education and Mathematics”, which the curriculum provides for primary school children as well as for students of primary school education. In a case study the author describes the implementati

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Ömer, BEYHAN. "RESEARCH ON THE ATTITUDES OF UNDERGRADUATE STUDENTS FOR MATHEMATICS EDUCATION LESSONS." Advances in Education Sciences 3, no. 2 (2021): 4–16. https://doi.org/10.5281/zenodo.7492705.

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This study aims to examine the attitudes of the students of Primary School Teaching Department towards mathematics education lessons and to investigate whether it has effects in terms of different variables. Attitude Scale towards Mathematics Education lessons, developed by Türker and Turanlı (2008), was used to determine the attitude levels of primary school students in mathematics education lessons. In the analysis of the data, descriptive statistics, t-test parametric variable data and Kruskal Wallis statistics for non-paramatric distributed parent status were used. As a result of the

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Windari, Reza Aulia, and Mohammad Faizal Amir. "Realistic Mathematics Education Model for Logical Reasoning of Primary Students." Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika 10, no. 2 (2024): 221–30. https://doi.org/10.29407/jmen.v10i2.22275.

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Logical reasoning for primary school students is still relatively low. Meanwhile, primary school students need logical reasoning to solve problems based on reasonable facts. Realistic mathematics education (RME) model is thought to improve students' logical reasoning. The purpose of the study was to examine the effect of RME model on logical reasoning of primary school students. A quasi-experimental design with one group pretest-posttest was applied as the research design. Meanwhile, the research sample was taken in one of the public primary schools in Sidoarjo, which was randomly selected. Da

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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 (2024): 511. http://dx.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

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Mingjing, Huang, and Feng Yidi. "The Cultivation of Students' Logical Thinking in Chinese Primary School Mathematics Education." IJECA (International Journal of Education and Curriculum Application) 5, no. 2 (2022): 190. http://dx.doi.org/10.31764/ijeca.v5i2.10204.

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Mathematics is a subject that studies concepts such as quantity, structure and space and their changes. From a certain point of view, it belongs to a kind of formal science. Mathematics develops from counting, calculating, measuring, and observing the shape and motion of objects using abstraction and logical reasoning. Logical thinking ability refers to the ability to analyze, generalize, synthesize and judge reasoning problems, which is mainly manifested in mathematics. Therefore, mathematics education plays an important role in the cultivation of primary school students' logical thinking. Th

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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 (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

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Anak Meles, Christina, and Siti Rahaimah Ali. "VALUES EDUCATION APPLIED IN MATHEMATICS LEARNING IN PRIMARY SCHOOL." International Journal of Modern Education 6, no. 20 (2024): 129–41. http://dx.doi.org/10.35631/ijmoe.620010.

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This study aims to identify the values applied in learning mathematics with two respondents of Year 4 students in a primary school in the district of Kuching, located in the state of Sarawak. Data was collected qualitatively through observation, interviews and document analysis. Data collection was done through three learning processes, namely pre-learning interviews, observations during learning in class and post-learning interviews. The results of the study found that there are values that are applied in classroom mathematics learning, namely the value of general education, the value of math

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Bailey, Angela. "Sex-stereotyping in primary school mathematics schemes." Research in Education 39, no. 1 (1988): 39–46. http://dx.doi.org/10.1177/003452378803900103.

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Veldhuis, Michiel, and Marja van den Heuvel-Panhuizen. "Primary School Teachers’ Assessment Profiles in Mathematics Education." PLoS ONE 9, no. 1 (2014): e86817. http://dx.doi.org/10.1371/journal.pone.0086817.

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Nazarova, Nilufar. "REVOLUTIONIZING PRIMARY SCHOOL MATHEMATICS EDUCATION WITH NEW TECHNOLOGIES." ilm-fan 1, no. 19 (2023): 27–29. https://doi.org/10.5281/zenodo.8228888.

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Technology has revolutionized the way math is taught in primary schools, offering personalized learning experiences, visual and interactive elements, collaboration opportunities, and a wealth of online resources. By harnessing the power of technology, teachers can engage students, foster a deeper understanding of mathematical concepts, and develop essential skills for the 21st century. As technology continues to advance, it is crucial for educators to embrace its potential and adapt their teaching methods to create a rich and interactive learning environment for their students

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Nazarova, Nilufar. "REVOLUTIONIZING PRIMARY SCHOOL MATHEMATICS EDUCATION WITH NEW TECHNOLOGIES." ilm-fan 1, no. 19 (2023): 27–29. https://doi.org/10.5281/zenodo.8271682.

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Technology has revolutionized the way math is taught in primary schools, offering personalized learning experiences, visual and interactive elements, collaboration opportunities, and a wealth of online resources. By harnessing the power of technology, teachers can engage students, foster a deeper understanding of mathematical concepts, and develop essential skills for the 21st century. As technology continues to advance, it is crucial for educators to embrace its potential and adapt their teaching methods to create a rich and interactive learning environment for their students

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Ponomariovienė, Jovita. "INTEGRATED SCIENCE EDUCATION IN PRIMARY SCHOOL." Natural Science Education in a Comprehensive School (NSECS) 27, no. 1 (2021): 51–57. http://dx.doi.org/10.48127/gu/21.27.51.

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Nowadays teachers always seek for new ways and methods to raise a creative, motivated individual, who is always willing to learn new things. That brings teachers to an ongoing issue – lack of student motivation. Traditional teaching methods became ineffective with the new generation. To them, all the lessons look the same, boring, and plain, and that’s why teachers have to find new methods, activities, tools to motivate the students to be active, to indulge in the activities and keep their focus throughout all of the lesson. One of the ways to motivate the students is integrated education. The

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Ozdemir, Emine, and Burcu Sezginsoy Seker. "Prospective Primary Teachers’ Mathematics Anxiety-Apprehension and Its Causes." International Education Studies 10, no. 11 (2017): 1. http://dx.doi.org/10.5539/ies.v10n11p1.

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The study aims to investigate the mathematics anxiety-apprehension of prospective primary school teachers and its causes. The mathematics anxiety-apprehension of the prospective primary school teachers was analyzed using a number of variables. The prospective teachers were asked to provide written answers to open-ended questions about the causes of their mathematics anxiety. The study used mixed method research design. The quantitative data for the prospective teachers’ mathematics anxiety-apprehension were collected using the Mathematics Anxiety-Apprehension Scale developed by Ikegulu (1998)

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LODATKO, Yevgeny, and Yana HAIEVETS. "TRAINING FOR FUTURE PRIMARY SCHOOL TEACHERS TO IMPLEMENTATION OF CONTINUITY IN MATHEMATICS EDUCATION." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2023): 153–60. http://dx.doi.org/10.31651/2524-2660-2023-2-153-160.

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The historical and pedagogical prerequisites for the actualization of the issue of ensuring continuity in mathematics education in primary and basic schools are characterized. The features of the content-methodical and content lines of the elementary mathematics course as methodical concepts for organiz-ing the teaching of program material and their suitability for the implementation of continuity in education are analyzed. The limited use of content and methodical lines for the imple-mentation of continuity in mathematics education is emphasized, since the methodical components of such lines

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Yue, Rongbing. "The Value and Strategy of Emotional Education in Primary School Mathematics Teaching." Journal of Higher Education Teaching 1, no. 4 (2024): 307–10. http://dx.doi.org/10.62517/jhet.202415449.

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With the deepening of educational reform, the value of emotional education in primary school mathematics teaching is becoming increasingly prominent. This paper aims to explore the importance of emotional education in primary school mathematics teaching and propose a series of strategies to implement emotional education effectively. First, the article emphasizes the value of emotional education in promoting students' all-round development, cultivating a positive learning attitude and enhancing their interest in mathematics. Then, by analyzing the characteristics of primary school mathematics t

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21

Gafurova, M.A, and Z.M Xursanova. "ON MODERN APPROACHES TO MATHEMATICAL EDUCATION IN PRIMARY SCHOOL." International journal of advanced research in education, technology and management 2, no. 4 (2023): 459–68. https://doi.org/10.5281/zenodo.7899733.

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This article discusses some problems of teaching mathematics and ways to solve them. The article aims to help students master the basic theoretical principles of the course "Methods of Teaching Mathematics", improve their corresponding methodological skills, and develop methodological thinking.  

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Konarzewski, Krzysztof. "Primary School Pupils’ Attitude toward Mathematics and Their Achievement in Mathematics." New Educational Review 56, no. 2 (2019): 17–28. http://dx.doi.org/10.15804/tner.19.56.2.01.

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Karimova K.R., Mamatov M. SH ,. "The Trend of Development and Functions of Mathematic Contemplation in Elementary School Boys." Psychology and Education Journal 58, no. 2 (2021): 1486–93. http://dx.doi.org/10.17762/pae.v58i2.2299.

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Here given the features, characteristic qualities of mathematic thinking and possibilities of increasing it during teaching mathematics in primary classes relatively to the formation of separate forms of mathematical thinking from the methods of teaching the mathematics, methods of scientific thinking.

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Değirmenci, Tuğçe, and Yasemin Deringöl. "Primary Evaluation of Mathematics Lessons in Primary School Distance Education Processes." Eğitim Felsefesi ve Sosyolojisi Dergisi 5, no. 2 (2024): 124–48. https://doi.org/10.29329/jeps.2024.1105.3.

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Ge, Zhengxuan. "Application analysis of multimedia in primary school mathematics education." Theoretical and Natural Science 84, no. 1 (2025): 110–16. https://doi.org/10.54254/2753-8818/2025.21210.

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Multimedia technology, widely applied in the internet+ education model of today, has been extensively used in primary education. This paper analyzes the advantages of multimedia technology in primary school mathematics education, specifically discussing its role in stimulating students' interest in learning, enriching teaching methods, and optimizing the allocation of teaching resources. By using multimedia forms, students can understand abstract mathematical concepts more intuitively and vividly, thereby improving learning efficiency and interest. This paper summarizes a series of strategies

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Rogers, P. J. "Teaching Mathematics through Play to Primary School Children." Educational Studies 15, no. 1 (1989): 37–51. http://dx.doi.org/10.1080/0305569890150104.

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Posicelskaya, M. A. "CONSTRUCTIVE COMBINATORICS IN PRIMARY SCHOOL MATHEMATICS." Доклады Российской академии наук. Математика, информатика, процессы управления 511, no. 1 (2023): 66–94. http://dx.doi.org/10.31857/s2686954323700194.

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The paper is describing the class of educational problems from the course of mathematics and computer science for elementary school. This course has been implemented over the past decades by a team led by A.L. Semenov. In the problems it is required to find, build, list all objects that satisfy a certain system of conditions. The student conducts these activities in the visual world of the basic objects of discrete mathematics and computer science: strings (finite sequences of symbols), bags (multisets), tables, trees, and statements containing quantifiers. The connections of these problems wi

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Guldona, Eshqobilova. "Ensuring Continuity in Primary School Mathematics Lessons Through A Differentiated Approach." Journal of Social Sciences and Humanities Research Fundamentals 5, no. 4 (2025): 112–16. https://doi.org/10.55640/jsshrf-05-04-22.

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This article explores how a differentiated approach can be employed to ensure continuity in primary mathematics lessons, thereby creating a supportive and progressive learning environment for young learners. The concept of differentiation in education has gained prominence as teachers seek to cater to diverse aptitudes, learning speeds, and personal interests within the same classroom. In mathematics, such differentiation involves a range of strategies—adjusting content complexity, employing diverse activities, and providing flexible groupings—to help each student progress at an appropriate pa

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Gulnaz, Hameed. "Teaching Mathematics at High School: A Comparison of Public and Private School Teachers' Practices." Global Social Sciences Review 3, no. 4 (2018): 127–41. https://doi.org/10.5281/zenodo.4350464.

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This paper compares the mathematics teaching practices of private and public high school teachers in Punjab. Two hundred public and 180 private school teachers were selected by using random sampling technique from district Sahiwal. The quantitative data was collected by using a Likert type 58 questionnaire items. The questionnaire consisted of six parts: mathematic teaching practices, mathematic effective students’ instruction, mathematic resources availability, use of mathematic resources, use of instructional techniques and evaluation techniques used by the teachers. The study indicate

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Gulnaz, Hameed, and Hussain Butt Intzar. "Teaching Mathematics at High School: A Comparison of Public and Private School Teachers' Practices." GLOBAL SOCIAL SCIENCES REVIEW (GSSR) III, no. IV (2018): 127–41. https://doi.org/10.31703/gssr.2018(III-IV).09.

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This paper compares the mathematics teaching practices of private and public high school teachers in Punjab. Two hundred public and 180 private school teachers were selected by using random sampling technique from district Sahiwal. The quantitative data was collected by using a Likert type 58 questionnaire items. The questionnaire consisted of six parts: mathematic teaching practices, mathematic effective students’ instruction, mathematic resources availability, use of mathematic resources, use of instructional techniques and evaluation techniques used by the teachers. The study indicate

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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

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Md-Ali, Ruzlan, Arsaythamby Veloo, S. Kanageswari Suppiah Shanmugam, Yus'aiman Jusoh @ Yusoff, and Rosna Awang Hashim. "THE ISSUES AND CHALLENGES OF MATHEMATICS TEACHING AND LEARNING IN MALAYSIA ORANG ASLI PRIMARY SCHOOLS FROM TEACHERS' PERSPECTIVES." Malaysian Journal of Learning and Instruction 18, No.2 (2021): 129–60. http://dx.doi.org/10.32890/mjli2021.18.2.5.

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Purpose - The Malaysian government has allocated a large budget for Orang Asli primary school education via the Department of Orang Asli Development (JAKOA) to help improve Orang Asli pupils’ academic performance including mathematics. Teachers face challenges in ensuring that Orang Asli pupils become competent learners of mathematics. Hence, this study examined the teachers’ perspectives on the issues and challenges in the teaching and learning of mathematics at Orang Asli primary schools in Malaysia. Methodology - In this qualitative study, Two Orang Asli primary schools were randomly select

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DERİNGÖL, Yasemin. "Parents’ Mathematics Anxiety and Their Contribution to Mathematics Education." International Journal of Psychology and Educational Studies 9, no. 1 (2022): 12–21. http://dx.doi.org/10.52380/ijpes.2022.9.1.374.

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This study aims to investigate the mathematics anxieties of primary and middle school parents and their contributions to the teaching of mathematics. The data of the research were collected using “Mathematics Anxiety Scale for Parents,” “Parents’ Contribution to the Mathematics Education Scale,” and “Parent Form,” developed by the researcher. This research was designed as a survey study, and obtained data were analyzed using SPSS 16. Some of the conclusions that are achieved in this investigation are as follows: mathematics anxiety of parents were found to be low whereas their participation in

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DUKU and Tracy Elohor. "Assessment of Primary School Teachers‟ Mastery Number Base System in the Universal Basic Education (UBE) Mathematics Curriculum." International Journal of Research and Innovation in Social Science 06, no. 02 (2022): 451–62. http://dx.doi.org/10.47772/ijriss.2022.6220.

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The study examined primary school teachers’ mastery of number base system in Universal Basic Education (UBE) mathematics curriculum in Delta Central Senatorial District. The purpose of the study was to determine the extent to which primary school teachers have mastery of number base system in the studied area. Four research questions were raised alongside four null hypotheses which were tested at 0.05 level of significance to guide the study. The research design used was descriptive research design. The population of the study consist of 4969 teachers in public primary schools with a sample si

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Santoso, Eko Budi. "MATHEMATICS CLASSROOM ACTIVITIES BASED ON SOME TOPICS IN GRAPH THEORY TO DEVELOP CRITICAL THINKING OF PRIMARY AND SECONDARY SCHOOL STUDENTS." IJIET (International Journal of Indonesian Education and Teaching) 2, no. 2 (2018): 154–60. http://dx.doi.org/10.24071/ijiet.v2i2.921.

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In Indonesia, graph theory is not part of the Mathematics education curriculum at primary or secondary school Curriculum. Most students learn graph theory in university, especially those who takes major in Mathematics or Computer Science. This paper is a theoretical study in Mathematics Education which proposes some Mathematics classroom activities based on some concepts in graph theory to develop critical thinking for high school students as well as grade school. Some concepts in graph theory, such as vertex coloring and domination set can be used in primary and secondary schools to develop c

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Dowker, Ann, Karina Bennett, and Louise Smith. "Attitudes to Mathematics in Primary School Children." Child Development Research 2012 (November 22, 2012): 1–8. http://dx.doi.org/10.1155/2012/124939.

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44 Grade 3 children and 45 Grade 5 children from English primary schools were given the British abilities scales basic number skills subtest, and a Mathematics Attitude and Anxiety Questionnaire, using pictorial rating scales to record their Self-rating for maths, Liking for maths, Anxiety about maths, and Unhappiness about poor performance in mathematics. There were few year group differences in attitudes. Boys rated themselves higher than girls, but did not differ significantly in actual performance. Overall, Anxiety was not related to actual performance, but Self-rating was. This relationsh

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Albay, Aybegum, and Hatice Cetin. "A mixed method research study on pre-service primary school teachers’ mathematical disposition." Journal on Mathematics Education 14, no. 2 (2023): 311–38. http://dx.doi.org/10.22342/jme.v14i2.pp311-338.

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This is a comprehensive study aiming to examine pre-service primary school teachers’ (PPST) mathematical disposition levels in terms of various variables, and to explain the results thoroughly. It employed the explanatory sequential design among the mixed method research designs. The data were collected through Mathematics Dispositional Functions Inventory (MDFI) and semi-structured interviews. The participants consisted of 361 PPSTs in the quantitative phase, and six PPSTs in the qualitative phase. Quantitative data were analyzed with descriptive and inferential statistics, while qualitative

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Slavíčková, Mária, and Barbora Vodičková. "Podporné mechanizmy školy ako inštitúcie v inkluzívnom matematickom vzdelávaní." Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok 23, no. 1 (2024): 60–73. http://dx.doi.org/10.54937/ssf.2024.23.1.60-73.

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This paper offers an interdisciplinary perspective of researchers from the fields of therapeutic pedagogy and mathematics didactics in identifying the support mechanisms of the school as an institution in inclusive mathematics education. Qualitatively analysing the written accounts of mathematics teachers in Slovak primary and secondary schools in mainstream education, it brings together the suggestions from these teachers on the support mechanisms of the school in inclusive mathematics education for pupils with special needs. The research findings may be helpful in the pre-service training of

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Gao, Wei, and Shuang Zhao. "Research on the Application Practice of Interactive Integrated Machine in Primary School Mathematics Teaching." Journal of Education and Educational Research 9, no. 3 (2024): 383–90. http://dx.doi.org/10.54097/nbpjat73.

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This paper describes the origin and significance of this project research, the status quo of research at home and abroad, the function of the interactive all-in-one machine, taking the Qingfeng Mountain Experimental School in Dongping County, Tai'an City, Shandong Province as an example for research, through questionnaires and observations to understand the application status of interactive all-in-one machine in primary school mathematics teaching, summarize the current problems, on the basis of analyzing the characteristics of primary school mathematics discipline and the teaching function of

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Ahammed, Sk Parvej, and Dr Ratan Sarkar. "Assessment of Basic Learning Levels in Primary School Students in Mathematics." International Journal of Emerging Knowledge Studies 4, no. 2s (2025): 23–32. https://doi.org/10.70333/ijeks-04-02-s-005.

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Education plays a crucial role in overcoming societal disparities and empowering marginalized communities in India (Das, 2013). To improve educational outcomes, the State and Central governments have implemented programs like Sarva Shiksha Abhiyan (SSA), which includes Shishu Shikha Kendras (SSKs) and Madhyamik Shikha Kendras (MSKs) aimed at enhancing the quality of education for children aged 6-14. These centers cater to areas lacking adequate primary and upper primary schools. Despite these efforts, learning deficiencies remain a concern, particularly in the field of mathematics. Studies hav

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Fariza, Kinzhibayeva, Akpayeva Assel, Yergalieva Gulzhan, and Mynzhassarova Marzhangul. "Evaluation of teachers' views on the use of learning technologies in mathematics lessons in preschool and primary schools." World Journal on Educational Technology: Current Issues 13, no. 4 (2021): 707–20. http://dx.doi.org/10.18844/wjet.v13i4.6257.

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The purpose of this research is to evaluate the problems encountered in the process of realizing the continuity of preschool and primary school mathematics education and to determine the use of technology in mathematics education in line with the opinions of teachers. The research is a phenomenological study within the scope of qualitative research method. The research was conducted with 40 classroom teachers working in various primary schools in the province of Almaty, Kazakhstan, in the 2020-2021 academic year. The research data were collected with a semi-structured interview form prepared b

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Drewett, Sara. "Numeracy and Beyond: applying mathematics in the primary school." Journal of In-service Education 27, no. 1 (2001): 161–76. http://dx.doi.org/10.1080/1367458010020412.

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Drewett, Sara. "Numeracy and Beyond: applying mathematics in the primary school." Journal of In-service Education 27, no. 1 (1999): 161–76. http://dx.doi.org/10.1080/14759390500200412.

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Zhao, Dongchen, and Yunpeng Ma. "A qualitative study on primary school mathematics lesson evaluation." Frontiers of Education in China 4, no. 4 (2009): 506–25. http://dx.doi.org/10.1007/s11516-009-0028-8.

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Yunus, Yusufzoda Shabnami. "Methodology Of Teaching Assignments To Work With Non-Standard Solution In Primary School Mathematics Education." American Journal of Social Science and Education Innovations 03, no. 02 (2021): 439–46. http://dx.doi.org/10.37547/tajssei/volume03issue02-69.

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The content, form of non-standard issues are mentioned in this article. On what subjects such issues are encountered, as well as on the methodology of teaching primary school students to solve non-standard issues.

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Lo, Chung-Kwan, Ahmed Tlili, and Xiaowei Huang. "The Use of Open Educational Resources during the COVID-19 Pandemic: A Qualitative Study of Primary School Mathematics Teachers in Hong Kong." Education Sciences 12, no. 11 (2022): 744. http://dx.doi.org/10.3390/educsci12110744.

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During the COVID-19 pandemic, teaching and learning activities had to be conducted fully online. To sustain quality education, teachers could use open educational resources (OERs) available in the public domain to make online mathematics teaching more effective and interactive. However, we currently know little about the use of OERs in primary school settings. Therefore, this study seeks to understand their school policies and guidelines on and teachers’ experience of using OERs during the pandemic. Our overarching goal is to provide recommendations on the future development and use of OERs in

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Margaret Nalova, Endeley. "School Type and Mathematics Achievement in English-Speaking Primary Schools in Cameroon: Implications for Technological Development." American Journal of Educational Research 5, no. 5 (2017): 568–73. http://dx.doi.org/10.12691/education-5-5-15.

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Nonte, Sonja, Aidan Clerkin, and Rachel Perkins. "An Examination of Science Achievement and School Compositional Effects in Ireland Using TIMSS Data." European Journal of Educational Research 11, no. 4 (2022): 2523–36. http://dx.doi.org/10.12973/eu-jer.11.4.2523.

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<p style="text-align: justify;">Recent educational policy initiatives in Ireland have focused on improving outcomes in reading and mathematics among students, particularly those experiencing educational disadvantage. However, science achievement in Irish primary schools has received much less research attention, especially in the context of educational disadvantage. This article examines science achievement and its relationship to school compositional effects in primary schools at the national level, including school-average indicators of the school context, as well as examining factors

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Patel, Mushtaq Ahmed, and Mohasina Anjum Ansari. "A study of the causes of underachievement in mathematics among seventh standard girls in primary schools of Bijapur." Journal of Teacher Education in Developing Nations 1, no. 2 (2010): 62–71. https://doi.org/10.5281/zenodo.7488885.

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School Education is a foundation step in every individual's life. Quality and better education at the school level clarify the concepts of the subjects taught including mathematics which are abstract in nature. This learning is useful for the entire life. India is marching ahead toward becoming a developed nation. It needs well-informed and educated citizens which schools should rate as such. But the lack of quality teaching facilities in the schools mainly for mathematics teaching cause concerns. It is the duty of educators and educationists to know the reasons be

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Brezovnik, Anja. "The Benefits of Fine Art Integration into Mathematics in Primary School." Center for Educational Policy Studies Journal 5, no. 3 (2017): 11–32. http://dx.doi.org/10.26529/cepsj.125.

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The main purpose of the article is to research the effects of the integration of fine art content into mathematics on students at the primary school level. The theoretical part consists of the definition of arts integration into education, a discussion of the developmental process of creative mathematical thinking, an explanation of the position of art and mathematics in education today, and a summary of the benefits of arts integration and its positive effects on students. The empirical part reports on the findings of a pedagogical experiment involving two different ways of teaching fifth-gra

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