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Journal articles on the topic 'Primary school mathematics'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 June 2025

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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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A, Pius, P. Agashi, and Stephen Yusuf. "THE ROLE OF COMPUTER GAMES IN ENHANCING PRIMARY SCHOOL STUDENTS ATTITUDE TOWARDS MATHEMATICS." International Journal of Advanced Research 9, no. 10 (October 31, 2021): 1093–99. http://dx.doi.org/10.21474/ijar01/13655.

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Numerous research findings have applauded the integration of technology in the classroom especially in mathematic to develops positive attitudes. The advancements in technology may provide a better opportunity to impact mathematical literacy and skills on young learners. Perhaps, attitudes towards mathematics are declining in recent years. The study aimed to enhance the students attitude toward learning mathematics by using games app embedded in computer software used as an instrument to teach the subject. A total of ninety-one primary school students drawn from different primary schools in the Kogi state participated in the study. The study adopted a quasi-experimental pre-test, post-test study design. The result revealed that the computer game influenced the respondents attitude towards mathematics at MD = 13.65 (95% CI, 8.91 to 16.17), t (88) = 6.328, p = .001. Thus, the study concludes that computer game is an indispensable tool in impacting positive attitudes towards mathematics, especially among the primary school students. The recommendations are discussed.

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Deringöl, Yasemin. "Primary school students’ mathematics motivation and anxieties." Cypriot Journal of Educational Sciences 13, no. 4 (December 26, 2018): 537–48. http://dx.doi.org/10.18844/cjes.v13i4.3462.

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Mathematics is necessary to enable children to gain the knowledge and skills required for daily life, it teaches them how to solve a problem, enables them to gain ways of thinking and prepares them for the future. The prejudice developed towards mathematics affects the students’ perceptions related to the mentioned course. The students’ low motivation and high anxiety concerning mathematics are among the most important problems encountered. This research was conducted with students in the third and fourth grades in primary schools in Istanbul province to examine their mathematics motivation and anxieties. It was concluded that students’ mathematics motivation was at a medium level and their mathematics anxieties were very low and there were no differences according to gender. Mathematics motivations among fourth grade students were higher than that of third grade students. It can be recommended that classroom teachers should prepare the environment in which they can introduce the entertaining world of mathematics to students. Keywords: Primary school student, mathematics, mathematics motivation and mathematics anxiety

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Alpha, Mohamed, and Lahai Koroma. "An investigation into the benefits of using activity - oriented teaching techniques and strategies to teach Mathematics in lower primary schools in Sierra Leone. (A Case Study of four primary schools in Kenema City, Sierra Leone)." International Journal of Innovation in Engineering 2, no. 2 (April 25, 2022): 54–59. http://dx.doi.org/10.59615/ijie.2.2.54.

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An investigation into the benefits of using activity - oriented teaching techniques and strategies to teach Mathematics in lower primary schools has been carried out in Sierra Leone. Four (4) primary schools in the Kenema City were selected for the research work; College Practicing School, Methodist Primary School, The Door International Academy Primary School and St. Paul’s Primary School. The variations in the characteristics in each of the schools selected were meant to provide balanced information and avoid biasness in the data collection process. 160 of class four pupils (40 from each of the Schools) and their Mathematics Teachers were selected for this research work. Stratified Sampling and Simple Random Sampling (SRS) methods were used to select pupils. Questionnaires and interview schedules were carefully designed to solicit information with regard to the appropriate teaching methodology that could be used to teach mathematics in lower primary schools. The results obtained were analyzed in a simplified manner using tables and calculating percentages. It was concluded in this research work that activity method is the best methodology to be used to teach mathematics in the lower primary schools and that the School Authorities should endeavour to make available the necessary teaching and learning materials for the effective teaching of mathematics.

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TÂRNOVEANU, Mirela, and Monica PURCARU. "CONSIDERATIONS UPON THE METHODS OF TEACHING MATHEMATICS IN PRIMARY SCHOOL." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 19, no. 2 (July 31, 2017): 189–94. http://dx.doi.org/10.19062/2247-3173.2017.19.2.27.

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Abbosovna, Gofurova Mahfuza, and Ergasheva Nigora. "TEACHING TO SOLVE ALGEBRAIC PROBLEMS IN PRIMARY SCHOOL MATHEMATICS LESSONS." International Journal of Advance Scientific Research 05, no. 12 (December 12, 2024): 64–71. https://doi.org/10.37547/ijasr-04-12-11.

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This article discusses the process of working with algebraic expressions and preparing students for understanding equations during primary school mathematics lessons. It highlights the teaching methods for introducing students to variable expressions and solving problems involving variables.

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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 challenges faced by the gamification process and makes recommendations. It has been found that gamification can stimulate students' interest in learning, enhance their motivation, help them consolidate and understand relevant knowledge, and bring about good learning outcomes. Gamification can also help students to construct appropriate geometric structures and contribute to the development of creative thinking. However, the challenges of gamification include the distraction of students and difficulty in designing lessons. Teachers need to create games based on the needs of their students. As organizers, they also need to keep a tight rein on their students to prevent them from doing things that are not related to the content of the lesson. This study provides insight into the use of gamification in Mathematics in primary schools and provides a relevant basis for future research into this topic.

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Benson, Chukwunonso Ezeanyi, Benedicta Fidel-Imoisili Olukunbi, and Bolatito Sowunmi Elizabeth. "ASSESSMENT OF DIFFICULT MATHEMATICS CONCEPTS AS PERCEIVED BY PRIMARY SCHOOL TEACHERS IN ENUGU STATE, NIGERIA." GPH-International Journal of Educational Research 04, no. 10 (October 28, 2021): 18–29. https://doi.org/10.5281/zenodo.6849401.

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This study assessed the difficult Mathematics concepts as perceived by primary school teachers in Enugu State, Nigeria. A descriptive survey research design was adopted for the study. Three research questions and two hypotheses guided the study. The population of the study was one thousand six hundred and thirty two (1,632) primary school teachers and a sample of 313 primary school teachers were selected through multi-stage sampling. Mathematics Difficulty Level Inventory (MDLI) was the instrument used for the collection of data. The instrument was face and content validated by experts and also trial tested. The reliability of MDLI items was determined using Cronbach alpha reliability test which yielded reliability coefficient of 0.87 considered high enough to be used for the study. The findings of the study revealed that primary school teachers in Enugu state perceived 19 out of 30 mathematics concepts to be difficult; there was significant difference in the frequencies of difficult mathematics concepts across gender line and school ownership. Based on these findings, the researcher recommended amongst others that workshops, seminars and conferences should be organized for primary school teachers on basic mathematics concepts; relevant authorities should ensure the recruitment of qualified primary school teachers especially in public schools.  

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Muliasari, Ema Astri, Cicin Solihati Firizki, Rina Nur Rahayu, Karlimah Karlimah, Erwin Rahayu Saputra, and Syarip Hidayat. "MathCityMap Application in Mathematics Learning in Primary School." DWIJA CENDEKIA: Jurnal Riset Pedagogik 7, no. 1 (April 7, 2023): 298. http://dx.doi.org/10.20961/jdc.v7i1.71763.

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The background of this research is that the use of digital technology in learning mathematics in schools has not been optimal. The purpose of this research is to improve mathematics learning outcomes by utilizing technology through the MathCityMap application in teaching geometry in elementary schools. Methods This research uses classroom action research which is carried out in two cycles The subject was a population of 68 grade five students in an elementary school in West Java, using descriptive statistics. Data collection techniques using questionnaires, observations, tests, and, documentation studies. The results of this study indicate an increase in mathematics learning outcomes. In pre-cycle 58.05, it increased in cycle 1 to 72.03 and increased again in cycle 2 to 89.60.The results of observations show that the use of digital technology has the potential to support teachers in facilitating the teaching and learning process of mathematics outdoors so that students gain direct mathematical experience and deal with the real world. Based on these results, MathCityMap is proven to be able to improve mathematics learning outcomes for elementary school students, especially in teaching geometry.

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Robertson, Jacqueline G., and Tony Brown. "Coordinating Mathematics across the Primary School." Mathematical Gazette 84, no. 499 (March 2000): 147. http://dx.doi.org/10.2307/3621518.

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Ismail, Nazihah, Nur Hidayah Masni Abdullah, Roselah Osman, Nazirah Ramli, and Zulkifli Ab Ghani Hilmi. "Primary school pupils’ images of mathematics." Journal of Physics: Conference Series 1988, no. 1 (July 1, 2021): 012051. http://dx.doi.org/10.1088/1742-6596/1988/1/012051.

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Siew-Eng, Ling, Lai Kim-Leong, and Ling Siew-Ching. "Mathematics Camp Model for Primary School." Procedia - Social and Behavioral Sciences 8 (2010): 248–55. http://dx.doi.org/10.1016/j.sbspro.2010.12.034.

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Posicelskaya, M. A. "CONSTRUCTIVE COMBINATORICS IN PRIMARY SCHOOL MATHEMATICS." Доклады Российской академии наук. Математика, информатика, процессы управления 511, no. 1 (May 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 with problems of computational combinatorics (“counting the number of options”), search problems of the theory of computational complexity, with “big ideas”, general cognitive strategies in their formation are considered. The content of education in our approach is more adequate to the context of the modern world.

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Hameed, Gulnaz, and Intzar Hussain Butt. "Teaching Mathematics at High School: A Comparison of Public and Private School Teachers’ Practices." Global Social Sciences Review III, no. IV (December 30, 2018): 127–41. http://dx.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 indicated that private school teacher teach in cooperative environment, individual concentration, small group discussion and encourage students in mathematic classrooms as compared to public school teachers. They write equations to represent concept and then engage students in problem solving and practice computational skill as compared to public school teachers. Public school teachers highly believe that text book is primary instructional tool for teaching. They practice difficult problem by drill in their classes. Although Public school teachers are well trained, qualified and experienced yet they emphasize rote learning which is a big hurdle in conceptual understanding. Provision of material resources in public schools is high. Mathematic curriculum document, manipulative, measuring devices, and spreadsheets, worksheet calculators, teacher guide and computers as teaching resources are available in public schools. Whereas, helping books and calculators’ availability is better in private schools.

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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 (December 30, 2018): 127–41. https://doi.org/10.5281/zenodo.4350464.

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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 (December 30, 2018): 127–41. https://doi.org/10.31703/gssr.2018(III-IV).09.

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Nguyen, Thi Thu Trang. "Current Status of Awareness Regarding Assessment in Mathematics Teaching for Capacity Development of Primary School Students: A Study at Selected Primary Schools in Binh Duong Province." International Journal of Social Science and Human Research 08, no. 04 (April 16, 2025): 2232–37. https://doi.org/10.5281/zenodo.15227164.

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This study aims to examine the current level of awareness among primary school teachers regarding assessment in Mathematics teaching, with a focus on fostering students’ capacity development, at selected primary schools in Binh Duong Province, Vietnam. The study employed a survey method coupled with quantitative analysis. Data were gathered through a questionnaire distributed to Mathematics teachers at selected primary schools in Binh Duong Province, Vietnam. The article presents the research findings, revealing that the majority of teachers recognize and understand mathematical competence, are able to differentiate between competence and skills in Mathematics teaching, and can identify manifestations of mathematical competence. However, they still face challenges in determining and assessing students' mathematical competence levels, which hampers their ability to effectively monitor the development of students' mathematical skills. This serves as a foundation for proposing measures to enhance assessment capabilities, with the aim of improving the effectiveness of assessment practices for primary school teachers in Mathematics teaching, particularly in the context of capacity development.

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Resic, Sead, Maid Omerovic, and Ahmed Palic. "FEAR IN MATHEMATICS TEACHING AMONG PRIMARY SCHOOL STUDENTS." Journal Human Research in Rehabilitation 11, no. 1 (April 2021): 17–27. http://dx.doi.org/10.21554/hrr.042103.

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The aim of this work is toresearch does exist a fear of mathematics, what are the causes of fear of mathematics, in what forms fear is manifested and what parents do to repress a fear of mathematics at students in higher grades of elementary school. For the purposes of the research, two separate scales were created which measured the fear of mathematics at students from the perspective of parents and students. The research was conducted in the elementary schools in Central Bosnia with students of fifth, sixth, seventh, eighth and ninth grades. We leave the survey questionnaire at the end, in attachment, so that it can be viewed. Analysis or data processing we worked and we got results which we´ve presented in this work. There shouldn´t be fear in the teaching process.Students shouldn´t come to school under pressure or in fear, but should find ways to motivate themselves to work because of their personal progress and training for life. Parents and teachers help them with that. Achievements in mathematics are researched more than achievements in other subjects because mathematics is important for researching and comparing different educational systems.Because of this importance, we need to find ways to repress the students ’fear of math.Students, except motivation for working, should give encouragement and support. Communication with the child, and communication in the parent-school-student relationship is very important in repressing the child’s fear

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Abbosovna, Gofurova Mahfuza, and Pulatova Mohichehra. "WORKING ON ARITHMETIC OPERATIONS IN PRIMARY SCHOOL LESSONS." International Journal of Advance Scientific Research 05, no. 12 (December 12, 2024): 60–63. https://doi.org/10.37547/ijasr-04-12-10.

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This article highlights the topic of working with arithmetic operations in primary school mathematics lessons. It discusses how to teach students the arithmetic operations of addition, subtraction, multiplication, and division, focusing on when and in what order these operations should be performed.

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K., Imasuen, and Modupe P.A. "Investigating the Level of Mathematical Concepts Development in Pre-Primary Schools in Oredo Local Government Area." African Journal of Mathematics and Statistics Studies 5, no. 3 (September 11, 2022): 43–53. http://dx.doi.org/10.52589/ajmss-qdkjajvf.

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Mathematics is the building blocks on which other subjects (mostly the sciences) are laid on. But many pupils find it very difficult to comprehend. More so, a good mastery of the concept of mathematics at the pre-primary level will form a solid background for the pupils when they proceed to the primary and secondary level. This has been the reason why mathematics is given prominence in the school curriculum and timetable. For some time now, there has been a growing concern over the poor teaching and learning of mathematics with the resultant - poor and falling standard in secondary school student performance in mathematics. These failures may be caused by the little or no development of early childhood mathematics in schools. This study, therefore, investigates the level of mathematics concepts development of pre-primary school pupils in Oredo local government area of Edo state. The descriptive survey method was adopted, and the population comprises all public and private pre-primary school pupils and teachers in Benin Metropolis. Three hundred pupils and sixty teachers from thirty public and thirty private pre-primary schools in Oredo local government area were randomly sampled. The mathematics competency test was the instrument for data collection. The instrument was validated and the Kuder-Richardson reliability was estimated and it gave a value of 0.76. The data were analyzed using mean. The hypotheses were tested using the independent sample t -test. All the hypotheses were tested at 0.05 level of significance. Findings revealed that the development of mathematical concepts by pre-primary school pupils was moderate; and that a significant difference existed between male and female pupils, between public and private school pupils, and between pupils in rural and urban pre-primary schools. Considering the results of the study, provision of physical, instructional, learning, and human resources that will enhance pupils’ development of mathematical concepts was recommended.

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Marcela Cano Murillo, Yury, Luz Stella Mejia Aristizabal, and Y. Carlos Mario Jaramillo. "Didactic Knowledge of the Teacher Who Teaches Mathematics in Primary School." International Journal of Science and Research (IJSR) 11, no. 7 (July 5, 2022): 696–707. http://dx.doi.org/10.21275/sr22709094852.

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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 (April 1, 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 pace. Simultaneously, continuity concerns the systematic linkage of mathematical concepts from lesson to lesson so that prior knowledge is consistently reinforced and extended. By uniting these two approaches, teachers can integrate older content into new lessons while tailoring the difficulty level to individual student needs. Drawing on contemporary educational research and practical classroom examples, this article argues that combining differentiation with carefully planned lesson progressions fosters stronger foundational skills, sustained motivation, and deeper conceptual understanding. In particular, the discussion focuses on how to manage group work, design tiered tasks, maintain ongoing formative assessments, and incorporate technology in ways that accommodate variations in student readiness. A table is included to illustrate core elements of the differentiated continuity-based approach, showing how each component contributes to the development of numeracy in early education. Ultimately, this article posits that by ensuring continuity within a flexible, differentiated framework, educators can optimize primary mathematics instruction, equipping every learner—whether advanced, struggling, or in between—to thrive.

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Hui, Sung Sheau, Dayang N. A. Jawawi, and Nurul N. Jamal. "Integration of Adaptive Game-Based Learning Approach in Learning Mathematics Subject for Primary School." International Journal of Innovative Computing 14, no. 1 (May 31, 2024): 43–47. http://dx.doi.org/10.11113/ijic.v14n1.465.

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Mathematics is useful in everyday life particularly in solving problems. Teaching or having a good understanding in mathematics is challenging as students having different kinds of learning preferences including personalities, interests, learning abilities and needs. This study presents how an adaptive game-based learning can help in improving students’ learning mathematic experience while helping them develop an interest in learning mathematic subjects. Adaptive game-based learning provides entertainment and better engagement of the students in learning as most students love to play games during their free time. To evaluate the usefulness of adaptive game-based learning approach towards the students’ mathematic learning, an experimental study with 20 primary school students and 1 teacher from SJK(C) Pui Chi was conducted through an integrated application called ALearn. The finding shows most of the students gave positive feedback and agreed that the adaptive game-based learning approach is very helpful and useful in enhancing their learning particularly in mathematics subject.

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Helmane, Ineta. "Emotions of Primary School Pupils in Mathematics Lessons." Journal of Pedagogy and Psychology "Signum Temporis" 8, no. 1 (December 1, 2016): 22–29. http://dx.doi.org/10.1515/sigtem-2016-0013.

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Abstract The article describes and analyses theoretical and empirical materials about the pupils’ emotions in the process of teaching/learning mathematics in a primary school. The aim of the article is to investigate the experienced emotions by pupils when learning mathematics in a primary school and highlight the factors arousing emotions in learning mathematics in primary school. The article analyses the data obtained in empirical research on the emotions experienced by pupils during mathematics lessons in primary school. In questionnaires and semi-structured interviews, pupils reveal what gave them positive emotions in mathematics lessons, as well as what made them experience negative emotions. Based on the analysis of empirical data, we highlighted the factors of learning mathematics in primary school that caused positive emotions; however, the failure to comply with these factors caused negative factors in pupils. As a result of the research, it is possible to select the factors facilitating positive emotions while teaching mathematics in primary school.

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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. 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, 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&gt;.05) and between the 2019 and 2020 teaching periods (considering the same teacher) based on the p-value=0.324542 (p-value&gt;.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&lt;.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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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 (March 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, Hawassa college of teacher education and Arba Minch college of teacher education. Teacher educators were selected purposely based on their service year in college of teacher education and their positiveness for coding. To do the content analysis, the main documents (primary school mathematics syllabi) were coded or broken down in to manageable categories on a variety of theme and then examined using appropriate content analysis theoretical model. The result of the study portrayed that the curricula materials of generalist have low level of alignment with the primary school mathematics contents whereas those of specialist and linear curricula were align with the mathematical contents of primary school curricula in moderate level. As it was indicated in the findings of the study, the college curricula materials are not fully aligned with the contents of primary school mathematics. There are school mathematical contents which are not included in curricula of teacher education. Thus, it is recommended that appropriate program should be designed which create an opportunity for preservice mathematics teachers to access school contents either during practicum sessions or should include in the curricula materials of teacher education.

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Крайнова, О. А., and Л. В. Мамедова. "Organization of teaching mathematics in primary school." Management of Education, no. 5(63) (May 15, 2023): 219–26. http://dx.doi.org/10.25726/s2030-8338-7382-z.

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Актуальность исследования по теме организация обучения математике в начальных класса заключается в том, математическое развитие играет важную роль в развитии ребенка, так как математические знания, сформированные в начальных класса являются фундаментальными для всех остальных знаний, которые человек будет приобретать в будущем и «наслаивать» их на имеющуюся базу. Интегрированный курс начальной математики включает в себя арифметические, геометрические и алгебраические разделы, что позволяет детям с младшего возраста понимать универсальность математических способов познания мира. Они усваивают начальные знания математики, связывая их с окружающей действительностью и другими учебными предметами. Разрешение задач, предлагаемых на уроках, помогает развивать познавательные способности и заинтересованность в расширении математических знаний у детей. Для комфортного преподавания математики необходимо создание благоприятных условий на уроках для общего интеллектуального развития каждого ученика. При этом важно учитывать возрастные характеристики и возможности каждого ребенка, обеспечивая достаточную математическую подготовку для дальнейшего обучения. В данной статье рассматривается теоретический аспект изучения организации обучения математике в начальных классах, методы обучения детей математике, а также программы, в которых развернуто рассматривается раздел математики. The relevance of the study on the organization of teaching mathematics in the primary grades lies in the fact that mathematical development plays an important role in the development of the child, since the mathematical knowledge formed in the primary grades is fundamental for all other knowledge that a person will acquire in the future and “layer” them to the existing base. The integrated elementary mathematics course includes arithmetic, geometric and algebraic sections, which allows children from a young age to understand the universality of mathematical ways of knowing the world. They learn the basic knowledge of mathematics, connecting them with the surrounding reality and other academic subjects. Solving the problems offered in the lessons helps to develop cognitive abilities and interest in expanding mathematical knowledge in children. For comfortable teaching of mathematics, it is necessary to create favorable conditions in the classroom for the overall intellectual development of each student. At the same time, it is important to take into account the age characteristics and capabilities of each child, providing sufficient mathematical preparation for further education. This article discusses the theoretical aspect of studying the organization of teaching mathematics in primary school, methods of teaching children mathematics, as well as programs in which the section of mathematics is considered in detail.

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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 (August 22, 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. The goal of this paper is to understand how mathematics education in primary schools in China fosters logical thinking in students. This paper adopts the method of qualitative research and conducts research through literature research and comparative analysis. The author will analyse the aspects of educational mode, educational content and educational tools, etc. To explore how Chinese primary school mathematics curriculum develops students' logical think. Logic training is a long-term process. Therefore, China has done very detailed training in primary school students' logical thinking. This is especially reflected in primary school mathematics education, including mathematics classroom teaching content, teaching methods and teaching strategies.

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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 (July 31, 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 selected from eight primary schools within an Orang Asli Settlement in the District of Sungai Siput. The data were collected via focus group discussions and interviews, which were carried out during enculturation visits and were fully transcribed and thematically analysed. The research participants were purposively selected and comprised the schools’ administrators and mathematics teachers. Findings - The results of the data analysis showed that there were two main themes, namely classroom challenges and school challenges, in determining mathematics competence among Orang Asli pupils. Classroom challenges consisted of five sub-themes namely coverage of mathematics syllabus, mathematics teaching and learning resources, pupil engagement, language barrier, and mathematics learning culture. School challenges consisted of two sub-themes namely school attendance and discipline. To enhance mathematics competence among Orang Asli pupils, it is deemed important to conduct programmes and community engagement. Significance - This study contributes to the knowledge of the teaching and learning of mathematics at Orang Asli primary schools. It is recommended that teachers allow Orang Asli pupils to take home their mathematics textbooks so that they can complete their homework at home. Teachers are highly encouraged to conduct mathematics teaching and learning activities in groups to develop meaningful and engaging lessons.

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Karimova, Bibikhol Khayrullayevna. "LESSON-RESEARCH IN PRIMARY SCHOOL." Modern Scientific Research International Scientific Journal 2, no. 4 (May 15, 2024): 204–11. https://doi.org/10.5281/zenodo.11194541.

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Kakharovna, A.M. "ATTITUDE TO MATHEMATICS IN PRIMARY SCHOOL STUDENT." MODERN SCIENCE AND RESEARCH 2, no. 10 (October 31, 2023): 933–44. https://doi.org/10.5281/zenodo.10057355.

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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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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 (July 30, 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 interactive all-in-one machine, try to find a new method to promote the integration of interactive all-in-one machine and primary school mathematics teaching. Make a small contribution to the development of mathematics education in primary schools in China.

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Sri Padmi, Russasmita. "Challenging primary school students’ attitude toward calculators." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 5, no. 3 (August 14, 2020): 289–303. http://dx.doi.org/10.23917/jramathedu.v5i3.10061.

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Calculators are a viable option for educational technology in developing countries due to its affordability and accessibility; it is also supported by literature to have positive effects on the students’ acquisition of mathematics concepts and skills positively. However, the stakeholders of education in Indonesia often stigmatize the use of calculators in mathematics classrooms, especially in primary school. This is in contrast with the policy of many developing countries which include calculator as one of the educational technologies to be used in the classroom. This study aims to investigate the effect of calculator-enhanced mathematics lessons on the attitude of primary school students’. Fourth-grade students (n = 95) in four separate schools with minimum calculator experience participated in this study. The questionnaire was administered before and after the lesson to record their attitude. The use of a well-established scale ensured validity, while the Cronbach-Alpha score confirmed reliability. Data analysis was conducted through the comparison of mean value between pre- and post-questionnaires scores. The finding suggests that while the effect on attitude toward mathematics is somewhat mixed, there is a significant improvement in the students’ attitude toward using calculators to learn mathematics. Calculator-enhanced mathematics lessons help the students foster more positive attitudes toward calculators. The finding of the present study is expected to help teachers to challenge the stigma about calculator and thus can benefit from calculator to enhance their lesson.

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Kiseliovas, Arkadijus, and Danutė Kiseliova. "Elementary mathematics reseach done by primary school pupils." Lietuvos matematikos rinkinys, no. III (December 17, 1999): 287–90. http://dx.doi.org/10.15388/lmd.1999.35592.

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The problem of the elementary mathematics research done by primary school pupils has been discussed. Elementary mathematics research is performed according to the new set of teaching devices "In The World of Mathematics" meant for the primary school.

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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 (June 20, 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 explained about the value of education applied in learning only when asked in pre-learning and post-learning interviews. Applied mathematics education values in mathematics learning implicitly include formalistic values, activist values, instrumental values, theoretical values, accessibility values and evaluation values. Furthermore, all students show a low tendency in relational values and reasoning where these values are important to promote critical and active thinking among students. Based on the findings of the study, it is hoped that this study will continue to obtain information about the mathematics education values applied in mathematics learning by emphasizing the active involvement of students in the classroom.

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Eric, Chan Chun Ming, Wanty Widjaja, and Ng Kit Ee Dawn. "Exemplifying a Model-Eliciting Task for Primary School Pupils." Southeast Asian Mathematics Education Journal 1, no. 1 (November 28, 2011): 65–74. http://dx.doi.org/10.46517/seamej.v1i1.11.

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Mathematical modelling is a field that is gaining prominence recently in mathematics education research and has generated interests in schools as well. In Singapore, modelling and applications are included as process components inrevised 2007 curriculum document (MOE, 2007) as keeping to reform efforts. InIndonesia, efforts to place stronger emphasis on connecting school mathematicswith real-world contexts and applications have started in Indonesian primary schools with the Pendidikan Realistik Matematik Indonesia (PMRI) movement a decade ago (Sembiring, Hoogland, Dolk, 2010). Amidst others, modelling activities are gradually introduced in Singapore and Indonesian schools to demonstrate the relevance of school mathematics with real-world problems. However, in order for it to find a place in the mathematics classroom, there is aneed for teacher-practitioners to know what mathematical modelling and what amodelling task is. This paper sets out to exemplify a model-eliciting task that has been designed and used in both a Singapore and Indonesian mathematicsclassroom. Mathematical modelling, the features of a model-eliciting task, and its potential and advice on implementation are discussed.

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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 relationship between Self-rating and actual performance seemed to develop between Grade 3 and Grade 5. Implications of the findings are discussed.

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

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Korenova, Lilla. "GeoGebra in Teaching of Primary School Mathematics." International Journal for Technology in Mathematics Education 24, no. 3 (September 1, 2017): 155–60. http://dx.doi.org/10.1564/tme_v24.3.08.

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The teaching of primary school mathematics is greatly oriented towards the development of basic mathematical literacy and cognitive skills such as remembering, understanding and applying (according to Bloom’s revised taxonomy). Nowadays, it is very important to implement teaching methods that are motivating for children and lead to more effective teaching and learning. The use of digital technology such as interactive boards, tablets and smartphones with suitable software and applications is appropriate for children in this digital age. This contribution intends to point out the possibilities of GeoGebra software as an effective tool for teaching mathematics for children between 9 and 11 years of age. We created and circulated a questionnaire to determine the use of technology by primary education teachers in Slovakia and Hungary, and their opinions and experience concerning GeoGebra software. We will also show the results of the qualitative research through which we studied the possibilities of teaching geometry by using GeoGebra.

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Maimane, Joseph. "Motivating primary-school learners in mathematics classrooms." Acta Academica: Critical views on society, culture and politics 38, no. 2 (August 25, 2006): 243–61. https://doi.org/10.38140/aa.v38i2.1091.

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This article explores ways in which primary school mathematics teachers in Mangaung township, Bloemfontein motivate their learners to understand mathematical concepts, to make sense of instructions, and to solve mathematical problems. Data was obtained from class observation, with conclusions being drawn after analysing the discourse. The results indicated that approaching mathematics as a game can motivate learners, resulting in the acquisition of knowledge and skills. The social dimension also plays a role. The use of the mother-tongue (at appropriate times) can be useful in assisting learners to understand mathematical concepts.

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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 (February 1, 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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