Journal articles: 'Mathematics – Study and teaching (Primary) – China' – Grafiati (2024)

Abstract:

The aim of this study is to compare Turkey and China in terms of admission to primary math teacher education programs, the content of primary math teacher training programs and appointment to teaching post. Within the scope of this aim, document analysis method was used in the study. As data sources the websites of Ministry of Education, OECD, National Center on Education and Economy and articles on primary Mathematics teacher education systems and teacher education systems in general were used. The documents were examined in terms of conditions of admission to teacher education programs, the content of curriculum and the appointment to teaching post in Turkey and China. While choosing the countries, 2018 PISA Math results of China and Turkey were considered. According to the findings of the study it was concluded that although Turkey and China have some similarities in terms of conditions of admission to teacher education programs, the content of curriculum and the appointment to teaching post, there are also big differences between two countries. Accordingly, some suggestions are proposed especially for the Turkish teacher education system. Some of the suggestions are increasing the hours of practicum, having an interview before they are accepted to education programs, having an interview and a written exam in every five years after they are appointed to a teaching post.

Abstract:

A new coronavirus has been found to cause the outbreak of the COVID-19 pandemic. COVID-19 is an infectious disease caused by a newly discovered coronavirus. This is a new virus and a disease. It has not been discovered before the outbreak in Wuhan, China, in December 2019. The COVID-19 pandemic stopped teaching activities for a while. Students conduct learning activities independently in their homes. The purpose of this study was to compare the self-regulated learning of male and female students in the 19 Indonesian epidemic. This research uses quantitative and survey methods, and the research object is primary school students in Indonesia. The self-regulated learning questionnaire has been shared online. The results of this study show that powerful dynamic mathematics software has an impact on the learning autonomy of the covid-19 pandemic. In the co-population 19 pandemic, self-regulating female students are better than male students in learning.

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The study aimed to achieve three objectives: 1) to identify the Multiple Intelligences (MI) perceived by Heilongjiang International University (HIU) students, 2) to develop and implement a task-based English speaking course with MI features, and 3) to evaluate the extent the developed English speaking course contributes to the improvement of HIU students’ speaking abilities based on complexity, accuracy, and fluency (CAF) components. The study was carried out with 30 experimental and 30 control group students at Heilongjiang International University, China. Data were collected by a questionnaire survey, the pre-test and post-test, and the final tests focusing on complexity, accuracy, and fluency components. The data were analyzed using the primary statistical measurements by identifying the Mean (M) and the Standard Deviation (SD), and the significance level. The results indicated that with regard to HIU students’ self-perceived MI, Music Intelligence was perceived higher, while the Logical-mathematical Intelligence was perceived lower. As for the students’ speaking ability, the results indicated that there was improvement found between the pre-test and the post-test in the COMPLEXITY with the significance value of .001, the ACCURACY significance value was .002, and the FLUENCY significance value was .001. The conclusion is that the task-based teaching practices with MI features contribute to the improvement of students’ speaking abilities in terms of complexity, accuracy and fluency. The findings are followed by some implications for teaching and learning.

Abstract:

Phonics is a widely implemented teaching approach in primary schools in many English speaking countries. Through a flexural development, the teaching approach has been proved to be an efficient way of improving children’s decoding, spelling and general reading ability. This paper reports case study of presenting phonics to 10 students in Grade 3 in China. The study shows that phonics teaching can help the students to form a connection between words and their pronunciation, hence help students to acquire the ability to decode and spell new words in their further reading.

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The hidden curriculum is an important part of curriculums, and constructing the primary school English hidden curriculum is helpful for the implementation of the new National English Curriculums, the development of students’ key competencies and the reform of basic English teaching in China. However, according to the survey conducted with 40 primary school leaders, 60 primary school English teachers as well as 300 primary school students, the hidden curriculum is always ignored in primary school English teaching in China. Schools should meticulously design the educational environment on campus, highlighting the characteristics of English hidden curriculums, integrate English into the class culture, optimizing English educational environment. It is necessary to build a harmonious relationship between teachers and students, to enhance students’ motivation of learning English, to mobilize social and family participation, and to build multiple hidden curricular resources of English so as to promote the reform of English teaching and improve the quality of English teaching at primary schools in China.

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The aim of the study is to determine prospective primary school teachers’ attitudes towards teaching mathematics. The study is designed according to model of survey in the descriptive type. A total of 236 prospective primary school teachers were examined in order to investigate the effect of gender and program differences on their attitudes towards teaching mathematics. In the study, the questionnaire “Teaching Mathematics” was used to collect the data from prospective teachers. The results revealed that the prospective teachers have positive attitude towards teaching mathematics. It was found also that gender and grade level are not significant factor on attitude scores. Finally, various suggestions were presented for future studies in accordance with the findings obtained.

Abstract:

: Providing feedback to the student responses in the oral questioning process is an essential element in helping the students to understand the concept of mathematics. This study was conducted to describe the types of feedback given by primary school mathematics teachers regarding the student response in the oral questioning process when teaching mathematics. This qualitative study employed a multiple case study research design. The data was obtained through observation methods, interviews, document analysis, and field notes. The data collected was analyzed using the constant comparative analysis method to obtain the themes and sub-themes within the primary data. The selection of the study participants used the purposive sampling method, resulting in a total of six primary school mathematics teachers consisting of three new teachers and three experienced teachers. This study found that both the novice and experienced teachers provided a variety of feedback for the students' responses to the oral questioning activities during the mathematics teaching process, such as repeated trial feedback, explanatory feedback and easier questions feedback. This research provides a deeper understanding of how the different types of feedback given by the teachers as part of the oral questioning activities helps the students to stimulate their thinking.

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Abstract: The aim of this study is to determine the teaching activities of pre-service teachers in the course of mathematics teaching methods. All of the pre-service teachers have selected an attainment content from the primary (1-4) mathematics education curriculum at the beginning of the semester in the scope of mathematics teaching methods course. Data collection tools include prepared lesson plans and presentation notes by the students, as well as field notes of the researchers in addition to an observation form. According to the results obtained with descriptive statistics and content analysis, while the pre-service teachers were successfully performed in timing and taking into account of curriculum requirements, they were not adequately performed in problem posing and problem solving and also using alternative and appropriate evaluation methods.

Abstract:

Prospective teachers’ attitudes and beliefs regarding self-efficacy beliefs become the basis of their attitudes in their professional lives, as they affect their students’ attitudes and self-efficacy. The aim of this study is to determine the primary teacher training students’ attitudes towards mathematics and self-efficacy beliefs regarding teaching math and the relationship among them. The “Relational Scanning Model” is used in the study. Data is collected from 290 students who were studying in the Primary Education Department of 9 Eylül University, Buca Faculty of Education. Mathematics Attitude Scale and Self-efficacy Belief Scale towards Teaching Mathematics are used to gather data. SPSS 22 was used for data analyses. T-test used for identifying significance of differences, and the Pearson correlation coefficient by means of different aspects. Results showed no differences by gender in attitudes towards math and self-efficacy beliefs regarding teaching math of the students who completed the survey. However, although Primary Education prospective teachers scores were higher in their attitude points and self–efficacy towards math teaching, a significant difference between pre-school and primary school prospective teachers. Besides, results revealed a relationship between attitude and self-efficacy beliefs regarding math. To further research, it is recommended that the same surveys should be done with different groups and the larger sample sizes

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Abstract In view of a series of challenges since Task-Based Language Teaching (TBLT) was introduced into China, we interviewed 14 front-line teachers in primary and secondary schools about their viewpoints and classroom strategies of TBLT. The results show teachers’ willingness to use TBLT. They adopt flexible teaching procedures, apply TBLT creatively, and explore task-based language assessment. The authors argue for inclusive non-doctrinaire approaches to TBLT, and propose to construct localized TBLT theory and practice with Chinese characteristics.

Abstract:

This study describes the implementation of teaching reform in secondary mathematics classrooms in a rural poverty school in southwest China where a school-wide teaching experiment took place. Classroom teaching and learning practices are primarily concerned with classroom organizations, interactions and social norms. The results indicate that a collective learning approach was taken in the classroom reform, in which mathematical communications, understanding and engagement of students in learning were promoted. However, there was a lack of diversity of thinking and arguments on solving problems among different level students, which implies the mathematical teaching still focuses on acquiring knowledge over generating knowledge.

Abstract:

In the modern society and the information era, information-based teaching ability is a must for primary school English teachers. Thanks to the wide use of information technology in schools, the education system has witnessed big changes in the past few years, which poses new challenges to primary school English teachers. But in western rural areas in China, most primary school English teachers are poorly-trained in terms of information-based teaching. The study takes rural primary school English teachers in Leshan City, Sichuan, China as the research object, taking advantage of approaches like questionnaire survey and interviews, etc. Based on the analysis of the status quo and the influence factors of information-based teaching ability of rural primary school English teachers, the study aims to put forward strategies in order to improve the development of information-based teaching ability of the rural primary school English teachers.

Abstract:

The main problem in this study is the lack of student communication skills and the lack of RME-based teaching materials that use used goods as a learning medium. The long-term objective of the research to be carried out is to support quality improvement and development of basic and regional education policies at the local and national levels through improving the quality of Indonesia's young generation of hope. The purpose of this study was to obtain an overview of the results of the implementation of teaching materials "mathematics learning in elementary schools". The focus of this research problem is: 1) learning steps using teaching materials and 2). Barriers are felt when learning using these teaching materials. And 3). The implementation of teaching materials uses a realistic mathematics education approach in the communication skills of PGSD students with the help of teaching aids made from used materials. The method used is descriptive qualitative, this study describes the application of elementary mathematics learning teaching materials in mathematics communication of students at the PGSD Siliwangi Teacher Training College and the obstacles in implementing teaching materials. The results of this study were the steps for implementing elementary mathematics teaching materials in mathematics communication for PGSD students..

Abstract:

Using the lens of Gutiérrez's framework for equity-based teaching, this study examines how two clinical practice experiences supported elementary education teacher candidates' development of mathematics pedagogies. Findings indicate that clinical experiences with teachers who demonstrate equity-based practices were associated with candidates' confidence to implement equity-based teaching. Further, in classrooms that did not promote equity-based teaching candidates were still able to implement equity-based practices when teaching small groups of students. Implications include the need for teacher educators with specific content expertise to form partnerships and clinical practice experiences with schools to ensure that equity-based practices are present.

Abstract:

Teacher's abilities to understand the benefits and use of media literacy play an important role in dealing with children as digital natives. Media literacy education can be an instrument through the use of blended-learning websites to address the challenges of education in the 21st century and learning solutions during and after the Covid-19 pandemic. This study aims to figure the teacher's perspective in understanding media literacy as an instrument for implementing blended-learning in early-childhood classes. Using a qualitative approach, this study combines two types of data. Data collection involved kindergarten teachers, six people as informants who attended the interviews and twenty-six participants who filled out questionnaires. Typological data analysis was used for qualitative data as well as simple statistical analysis to calculate the percentage of teacher perspectives on questionnaires collected the pandemic. The findings show five categories from the teacher's perspective. First, about the ability to carry out website-based blended-learning and the use of technology in classrooms and distance learning is still low. It must be transformed into more creative and innovative one. Encouraging teacher awareness of the importance of media literacy education for teachers as a more effective integrated learning approach, especially in rural or remote areas, to be the second finding. Third, national action is needed to change from traditional to blended-learning culture. Fourth, the high need for strong environmental support, such as related-party policies and competency training is the most important finding in this study. Finally, the need for an increase in the ease of access to technology use from all related parties, because the biggest impact of the Covid-19 pandemic is on ECE, which is closely related to the perspective of teachers on technology. The research implication demands increase in technology systems and connections between educators, parents, institutional managers, and education policy holders, for ECE services in urban areas for disadvantaged children, and all children in rural or remote areas. Keywords: Blended Learning, Early Childhood Classroom, Media Literacy Education References Aktay, S. (2009). The ISTE national educational technology standards and prospective primary school teachers in Turkey. International Journal of Learning, 16(9), 127–138. https://doi.org/10.18848/1447-9494/cgp/v16i09/46607 Arke, E. T., & Primack, B. A. (2009). Quantifying media literacy: Development, reliability, and validity of a new measure. Educational Media International, 46(1), 53–65. https://doi.org/10.1080/09523980902780958 Briquet-Duhazé, S. (2019). Websites Consulted by Future Primary Level Schoolteachers in France: Differences between Students and Trainees. 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An effective way of designing blended learning: A three phase design-based research approach. Education and Information Technologies, 25(3), 1529–1552. https://doi.org/10.1007/s10639-019-09999-9 Valtonen, T., Tedre, M., Mäkitalo, Ka., & Vartiainen, H. (2019). Media Literacy Education in the Age of Machine Learning. Journal of Media Literacy Education, 11(2), 20–36. https://doi.org/10.23860/jmle-2019-11-2-2 Wan, G., & Gut, D. M. (2008). Media use by Chinese and U.S. secondary students: Implications for media literacy education. Theory into Practice, 47(3), 178–185. https://doi.org/10.1080/00405840802153783 Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers and Education, 55(1), 155–164. https://doi.org/10.1016/j.compedu.2009.12.012 Yuen, A. H. K. (2011). Exploring Teaching Approaches in Blended Learning. 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Abstract:

The Finnish school system will transfer to the new Core Curriculum for Basic Education 2014 in 2016. The new curriculum emphasizes integration of subjects. In Finland, mathematics and the mother tongue are the two subjects which are taught the most and therefore play a significant role in every primary teacher’s weekly routine. Unlike English-speaking countries, Finland lacks children’s literature aimed towards use in mathematics teaching. This study aimed to understand teachers’ and teacher-trainees’ points of view on the extent to which they use children’s literature in teaching mathematics in primary school and how to efficiently use children’s literature in teaching mathematics in primary school. This study was a part of an international study entitled ‘Teachers’ beliefs on the integration of children’s literature in primary mathematics learning and teaching: A comparative study’, including universities from England, Hong Kong, Australia, and Finland. The aim was to determine teachers’ beliefs concerning integration of children’s literature into mathematics teaching and to the extent to which this benefits learning. Data collection was conducted via web-based questionnaires translated into Finnish from spring to autumn 2015. Mixed methods data analysis showed that teachers/teacher-trainees do not use children’s literature in mathematics teaching, but they still recognize various ways to implement it into their teaching. Previous studies on the use of literature in mathematics teaching show that children’s literature may provide a meaningful context to develop mathematical skills and foster children’s positive attitudes towards mathematics, as the stories in the literature are presented in an engaging and approachable manner.Keywords: mathematics, children’s literature, teaching

Abstract:

Chinese education reform has vigorously advocated the improvement of teaching quality. School leaders determine the overall trend and effect of teaching quality improvement. Based on the TQM theory, Baldrige Quality Program Education Criteria for Performance Excellence framework and distributed leadership theory, we defined the concept of leadership for teaching quality. The purpose of this study is to provide new understanding of the current situation and problems of teaching quality in primary and secondary schools in the northeast of China. 908 educators from 54 primary and secondary schools participated in this study. Our findings indicated that there were significant differences among different gender, first degree, position, school level and school area. Implications for improving the leadership for teaching quality in primary and secondary schools from both internal and external perspectives were discussed.

Abstract:

The aim of this study is to determine the effect of mathematics teaching with cartoons on the problem solving skills of primary school 2nd grade students based on addition and substraction. In the research, pretest-posttest control group design of the experimental model was used. In the classroom where the experimental group students were present, cartoon supported education was applied and the current program based teaching method was used in the control group class. The target population of the study consisted of 2nd grade students of all primary schools of the Ministry of National Education of Mersin. The population of the study consisted of 2nd grade students of all primary schools of the Ministry of National Education of Mersin. The study was conducted for 4 weeks in the fall semester of the 2015-2016 academic year. The experimental group consisted of 17 students and the control group consisted of 13 students. In order to determine the validity and reliability of the achievement test used in the study, item analysis was performed with the TAB program. The t-test was used to determine whether there was a significant difference between the pre-test and post-test scores of the groups. As a result of the research, it was observed that the success of the students in the problem solving in addition and substraction education has increased.

Abstract:

: In the present research study, emotional intelligence has been studied with reference to the gender, school type and teaching experience of primary teachers of Agra and Mathura district. In this study Gender taken as male& female, School Type taken as government & non-government and Teaching experience of teachers divided into four categories: first category (less than 5 years of teaching experience), second category (5-15 years of teaching experience), third category (16-25 years of teaching experience), fourth category (more than 25 years of teaching experience). A total of 800 teachers working in primary schools have been selected for sample through random method. Teachers Emotional Intelligence Inventory standardized tool made by Dr. Subhra Mangal, It consists of 100 items consisting four components each having 25 items. In overall result of the study there is no meaningful difference found in emotional intelligence of primary teachers regarding gender, School types and teaching experiences.

Abstract:

With the development of information technology and teaching reform, many teachers put their focus on on the reform of teaching materials. As for reform of teaching reform, more and more people think that class teaching materials are in mature condition while teaching materials for English autonomous learning is in primary situation for its hard management outside calss. In this paper, the author has analysed the necessity of reform and measures of reform from her teaching experiences. From the analysis and study, we can see that teaching materials reform is a long way to realize teaching purposes. Thus, the author has proposed many designed ways to get the aim, and she hopes they will be helpful for teaching reform.

Abstract:

In the present study, Optimism have been studied with reference to the gender, school type and teaching experience of upper primary teachers. In this study male &female, government& non-government and teaching experiences of teachers divided into four categories: first category (less than 5 years of teaching experience), second category (5-15 years of teaching experience), third category (16-25 years of teaching experience), fourth category (more than 25 years of teaching experience). The research conducted on total 800 teachers working in Upper primary schools in Mathura and Agra District. Random sampling method was used for data collection. A survey method was used. Self-made questionnaire having 20 questions used for data collection. Overall result of the study found Average in relation to Gender, School Type & Teaching Experience

Abstract:

The Ministry of Education in Malaysia has voiced concern over the serious problems of underachieving primary school students in Mathematics. While the Ministry is gearing its education direction towards a new generation of STEM experts, the teachers have been assigned to shoulder the movement of the vision. Hence, their views must be understood. A study was conducted among 66 Mathematics teachers from 39 public primary schools in the sub-urban district of Samarahan inMalaysia to understand their mathematics teaching efficacy. The Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) by Enochs, Smith and Huinker (2000) was adapted and used in the data collection. Quantitative data analysis methods include descriptive statistics and the analysis of variance. The results indicated that the teachers were confident of their efficacy in Mathematics teaching. Specifically, the teachers’ personal efficacy was slightly lower than outcome expectancy. In addition, there was a moderate positive significant relationship between teachers’ personal efficacy and outcome expectancy. Gender, years of Mathematics teaching experience and highest education attained were not significant to teachers’ efficacy.

Abstract:

This study aims to identify the implications of using the flipped classroom strategy in the primary school in teaching practices of mathematics classes of mathematics teachers and their students. This study used a qualitative approach. The sample of the study consists of (2) mathematics teachers in the primary school and (42) students from the sixth grade students. The study used the following tools: Teacher notebook, participant note, interview. The study used thematic analysis to analyze the data. The study reached a number of results, including: flipped classroom strategy contributed to the development of mathematical achievement, classroom interaction, the attitude towards teaching and learning mathematics. The flipped classroom strategy allowed teachers to take more of lesson ideas, use several strategies in the classroom, plan and prepare for the lesson. The study recommended: We need to train teachers to employ techniques in mathematics education, and to produce instructional videos for math lessons.

Abstract:

Programming and computational thinking have emerged as compulsory skills in elementary school education. In 2018, Sweden has integrated programming in mathematics education with the rationale that it fosters problem solving and logical thinking skills and motivates students to learn mathematics. We investigated how teachers introduce programming in mathematics education in a Swedish primary school using an explorative case study. We followed four mathematics teachers during the first semester in which programming was mandatory. They taught second-, sixth- and ninth-grade students. Our contributions are threefold: we provide an account of how programming is taught in mathematics education; we discuss how teachers reflect on the challenge of teaching programming in mathematics; and we report on students’ understanding of programming and their view on the relationship between programming and mathematics.

Abstract:

Lesson study is a form of classroom inquiry that can facilitate teachers’ continuing professional development. This study aims to explore primary school mathematics teachers’ perspectives about the implementation of the lesson study strategy in teaching mathematics. The sample of this study included 149 primary school mathematics teachers in Riyadh, Saudi Arabia, who were selected by using the purposive sampling. A quantitative questionnaire was sent to the teachers by e-mail or mobile. 149 mathematics teachers responded to the questionnaire; among them, fifteen teachers participated in a qualitative interview. The results indicated that most of the sample members carry out lesson study activities. The percentages of the teachers in the study sample who practice the activities and procedures of the lesson study ranged between 61.7% and 89.9%. The results also indicated that there is a high impact on the professional development of mathematics teachers as a result of their participation in the lesson study strategy as it helps enhance their mathematical and pedagogical knowledge, improve their knowledge of students’ learning process, and influence their views about the lesson study approach.

Abstract:

POral questioning has various roles in teaching mathematics and is often used as one of the strategies for assessing student learning formatively. However, not much is known about how primary school mathematics teachers use oral questioning to assess student learning because previous studies have focused more on oral questioning in general in terms of its implementation in teaching. Therefore, this study was conducted to explore how primary school mathematics teachers use oral questioning to assess student learning in mathematics teaching. This study is qualitative in the form of a case study involving six school mathematics teachers selected using the purposive sampling method. Data for this study were collected using observation methods, interviews and field notes. Next, the data obtained were analysed using constant comparative analysis using Atlas ti. 8 software to obtain themes and sub-themes. The study found that oral questioning helps teachers gather information about student learning to improve, make decisions on teaching and ensures that students master the topics taught. Thus, it is clear that oral questioning has a broad role in teaching, especially in assessing student learning while improving teaching quality. This study has a significant impact on teachers' instruction. The use of oral questioning needs to be intensified and expanded to enable mathematics teaching activities to be implemented more meaningfully through a formative assessment conducted through oral questioning activities.

Abstract:

Purpose – The purpose of this paper is to examine practicing mathematics teachers’ learning through parallel lesson study in China. Lesson study in China has been practiced for decades. Parallel lesson is an enriched mode of lesson study to address the implementation of new curriculum. Design/methodology/approach – The expansive learning perspective has been used to explore the ways practicing teachers learned to improve teaching through the transformation of learning objects and boundary crossing. Findings – Two cases are illustrated and compared to highlight features of teachers’ learning through parallel lesson study. The practicing teachers developed their competence in transforming instructional objectives and task selection and implementation. In addition, they also developed professional vision in alignment with the reform-oriented curriculum. Originality/value – This study makes significant contribution to understanding teachers’ learning through lesson study in China. Meanwhile, it also demonstrates how the theory of expansive learning could be used as a conceptual framework to examine teachers’ learning through lesson study.

Abstract:

In order to improve the quality of primary mathematics teaching and learning, many efforts had be done by researchers. Otherwise, it is difficult to implement research findings in the schools setting to improve teaching outcomes. This action research attempts to explore the implementation of lesson study in order to improve the quality of teaching and learning mathematics in primary schools. The study was conducted in some private and public primary schools arround Bandung. The study found that lesson study becomes one of the most effective ways to improve the quality of primary mathematics teaching and learning through teachers professional development program. Dalam rangka meningkatkan kualitas matematika dasar pengajaran dan pembelajaran, berbagai upaya telah dilakukan oleh peneliti. Jika tidak, sulit untuk menerapkan hasil penelitian di sekolah pengaturan untuk meningkatkan hasil pengajaran. Penelitian ini mencoba untuk mengeksplorasi pelaksanaan lesson study dalam rangka meningkatkan kualitas pengajaran dan pembelajaran matematika di sekolah dasar. Penelitian ini dilakukan di beberapa SD di seluruh sekolah swasta dan negeri Bandung. Studi ini menemukan bahwa lesson study menjadi salah satu cara yang paling efektif untuk meningkatkan kualitas matematika dasar pengajaran dan pembelajaran melalui program pengembangan profesi guru.

Abstract:

Purpose – The purpose of this paper is to investigate the development of mathematics teachers’ pedagogical content knowledge (PCK) over successive cycles of lesson study. Utilising the framework of mathematical knowledge for teaching (MKT) (Ball et al., 2008), this research classifies features of PCK as utilised by post-primary mathematics teachers in their planning and reflection conversations in lesson study. The development of these features of PCK is then traced over successive cycles. Design/methodology/approach – In total, 12 teachers in two Irish post-primary schools participated in this research. Over the course of one academic year, these two groups of teachers completed a number of cycles of lesson study and qualitative data were generated through audio recordings of all lesson study meetings and through individual interviews with participants. Findings – Analysis of teacher dialogue reveals distinct features of knowledge of content and students (KCS) and knowledge of content and teaching (KCT) incorporated by these teachers in their planning and reflection conversations, providing empirical evidence of MKT in lesson study. The occurrence of these features of KCS and KCT in lesson study conversations increased over successive cycles, demonstrating teacher learning. Originality/value – This research contributes to the literature in expanding the theoretical underpinnings of teacher learning in lesson study. It also provides further empirical evidence of MKT (Ball et al., 2008) in teacher practice, specifically related to post-primary mathematics teachers.

Abstract:

STEAM-based learning is a global issue in early-childhood education practice. STEAM content becomes an integrative thematic approach as the main pillar of learning in kindergarten. This study aims to develop a conceptual and practical approach in the implementation of children's education by applying a modification from STEAM Learning to R-SLAMET. The research used a qualitative case study method with data collection through focus group discussions (FGD), involving early-childhood educator's research participants (n = 35), interviews, observation, document analysis such as videos, photos and portfolios. The study found several ideal categories through the use of narrative data analysis techniques. The findings show that educators gain an understanding of the change in learning orientation from competency indicators to play-based learning. Developing thematic play activities into continuum playing scenarios. STEAM learning content modification (Science, Technology, Engineering, Art and Math) to R-SLAMETS content (Religion, Science, Literacy, Art, Math, Engineering, Technology and Social study) in daily class activity. Children activities with R-SLAMETS content can be developed based on an integrative learning flow that empowers loose part media with local materials learning resources. Keyword: STEAM to R-SLAMETS, Early Childhood Education, Integrative Thematic Learning References Ali, E., Kaitlyn M, C., Hussain, A., & Akhtar, Z. (2018). the Effects of Play-Based Learning on Early Childhood Education and Development. Journal of Evolution of Medical and Dental Sciences, 7(43), 4682–4685. https://doi.org/10.14260/jemds/2018/1044 Ata Aktürk, A., & Demircan, O. (2017). A Review of Studies on STEM and STEAM Education in Early Childhood. Journal of Kırşehir Education Faculty, 18(2), 757–776. Azizah, W. A., Sarwi, S., & Ellianawati, E. (2020). 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Embedding play-based learning into junior primary (Year 1 and 2) Curriculum in WA. Australian Journal of Teacher Education, 43(1), 112–126. https://doi.org/10.14221/ajte.2018v43n1.7 Kennedy, A., & Barblett, L. (2010). Supporting the Early Years Learning Framework. Research in Practise Series, 17(3), 1–12. Keung, C. P. C., & Cheung, A. C. K. (2019). Towards Holistic Supporting of Play-Based Learning Implementation in Kindergartens: A Mixed Method Study. Early Childhood Education Journal, 47(5), 627–640. https://doi.org/10.1007/s10643-019-00956-2 Keung, C. P. C., & Fung, C. K. H. (2020). Exploring kindergarten teachers’ pedagogical content knowledge in the development of play-based learning. Journal of Education for Teaching, 46(2), 244–247. https://doi.org/10.1080/02607476.2020.1724656 Krogh, S., & Morehouse, P. (2014). The Early Childhood Curriculum : Inquiry Learning Through Integration. Liao, C. (2016). 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Abstract:

The aim of this paper is to provide insights into nine primary school teachers’ concerns and instructional needs in biology and mathematics, grades 1 to 6. By using Content Representation, combined with Learning Study in an action research project, teachers were encouraged to reflect on their conceptions, processes of instructing and pupil learning. From concerns articulated by teachers three instructional needs emerged: (i) to make subject progression, especially in biology, and pupil learning more visible, (ii) to develop mathematics teaching in order to change pupils’ views of the subject, and (iii) to develop teachers’ subject matter knowledge and teaching in an ongoing collaborative process. The paper argues that in order to stimulate teacher professional development it is important to make teacher concerns and thereby needs explicit. They help teachers to identify and reflect on relations between teacher subject matter knowledge, pedagogical content knowledge and pupil learning.

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Many factors contribute to the success of students’ academic performance. Admittedly, quality of teaching is one of those factors. In this study, based on the related literature on teacher motivation, six main factors affecting teachers’ motivation towards teaching are identified. Accordingly, an online questionnaire was designed by the authors. In total, 207 (40 males and 167 females) mathematics teachers from primary, secondary and sixth-form government schools in Brunei Darussalam randomly volunteered to respond to this questionnaire. The findings from this study have implications for understanding the extent to which factors may motivate or demotivate teachers to teach. The present research provided education stakeholders with important information to ponder over the motivational factors of mathematics teachers in the government schools. The results from our study also suggested that good interaction and collaboration between teachers can help boost teachers’ motivation to teach.

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A teaching workforce with good quality is a key factor in the process of China’s rapid development. Although 76% of Chinese pupils are studying at schools within county areas, a general portray of the corresponding teaching workforce is still not clear. This study presents data from a nationally representative survey of primary education teachers in 35 counties of 18 provinces in China. Findings presented include demographic and professional characteristics, living conditions as well as attitudes towards work. Besides, variations among school locations and geographical regions are also examined. The key findings are the followings: 1) Quality of primary school teachers in county areas has been improved regarding education background; 2) Teaching force in village primary schools has an unbalanced age and gender composition; 3) Out-of-field teaching practice is widespread, especially for minor subjects. 4) Primary school teachers perceived relative low salary and low social status.

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The collaborative effort between two Special Collections librarians and a history professor at DePaul University led to a quarter-long undergraduate project in the archives using China Missions Correspondence. In a reversal of traditional methods that assumes archival use to answer a question, this project looks at the document as the source of the questions. A qualitative analysis of student responses from these class sessions between 2002 and 2008 reveals the impact that direct experience has on primary source education and how outreach and user instruction in the archives can transform research, education, and the place of special collections within the institution. As a case study, this paper examines planning, administration, identification, instruction, and assessment of the project from the librarians’ perspective.

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The purpose of this study was to assess the extent to which predictors of teachers’ competencies in teaching mathematics predict the outcomes of mathematics performance among learners at upper primary phase. The determinants were namely gender, teaching experience, region, qualification, and fields of study exert effect on teachers’ competencies in lesson planning and preparation, assessment and evaluation of learners, lesson delivery, the use of teaching strategies, the quality of homework, and the availability of teaching materials. The generic understanding of the impacts of predictors of teaching competencies on learners’ performance significantly informs the development of training programmes components, and teaching and learning processes across the schooling system. Shulman’s theory of teacher content and pedagogical knowledge underpinned the study. The study comprised of holistic samples of 117 mathematics teachers at upper primary phase teachers from 39 schools. The selection of three schools from each region followed three criteria, namely outstanding, moderate, and lower performances in Grade 10 examination. Data is collected from classroom observation and analysis of relevant documents. The findings show that predictor variables such as gender, teacher qualification, teaching experience, field of study, and region exerted effects on the way teachers plan and prepare the lesson, deliver the lesson, assess and evaluate learners, use the teaching materials, and the quality of work. Teachers who specialized in mathematics were more competent in mathematics teaching. The results presuppose that predictors of teachers’ competencies in teaching mathematics are essential for improving teaching and learning of mathematics in schools. The outcome of this study is beneficial to education officials who are directly responsible for coordinating the teaching of mathematics in schools and the allocation of teaching subjects, particularly mathematics. The findings showed that a number of teachers were not trained mathematics. This was an indication of the existing shortage of mathematics teachers in schools nationally. Untrained mathematics teachers negatively influenced learners’ performance. These outcomes implied that education planners at the national, regional and district levels should set up strategies on how to increase the production of mathematics teachers nationally in order to meet the demand of such teachers in schools.

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This paper is a part of a broader study which aims to investigate mathematics teacher candidates' mathematical knowledge for teaching (MKT) by using the Turkish translated versions of TEDS-M (Teacher Education and Development Study in Mathematics) Primary and Secondary Released Items. The sample of the study comprised freshman (first year) and senior (fourth and fifth year) students from primary and secondary mathematics teacher education programs. Firstly, this study aimed to examine differences in MKT of teacher candidates at the beginning and at the end of their undergraduate education. For both departments, senior students had statistically significant higher scores than freshman students. Secondly, this study also aimed to examine participating Turkish preservice mathematics teachers’ mathematical knowledge for teaching by using international results of TEDS-M Study. Participating senior preservice teachers’ correct response percentages were higher than international average in all domains except “data” in primary level, and “data”, “mathematical modelling” and “symmetry” in secondary level. The common content domains where primary and secondary preservice teachers’ percentages were lower than international average is “data”. In this paper, these areas will be examined within the context of Turkish education.

Abstract:

This is a case study investigating a primary teacher’s beliefs, knowledge, and teaching practice in mathematical problem solving. Data was collected through interview of one primary teacher regarding his beliefs on the nature of mathematics, mathematics teaching, and mathematics learning as well as knowledge about content and pedagogy of problem solving. His teaching practice was also observed which focused on the way he helped his students solve several different mathematics problems in class based on Polya’s problemsolving process: understand the problem, devising a plan, carrying out the plan, and looking back. Findings of this study point out that while the teacher’s beliefs, which are closely related to his problem solving view, are consistent with his knowledge of problem solving, there is a gap between such beliefs and knowledge around his teaching practice. The gap appeared primarily around the directive teaching which corresponds to instrumental view he held in most of Polya’s process during his teaching practice, which is not consistent with beliefs and knowledge he professed during the interview. Some possible causes related to several associate factors such as immediate classroom situation and teaching practice experience are discussed to explain such inconsistency. The results of this study are encouraging, however, further studies still need to be conducted.

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Abstract. In traditional teaching, many teachers often ignore the process of students' knowledge exploration, devote themselves to instilling knowledge to students in a short time, and then adopt the sea of questions tactics. Such teaching is only limited to the stage of telling students what "variance" is and how to use it, and ignores the birth process and meaning of "variance". The purpose of this research is to see the differences in classes that use dynamic mathematics software and traditional classes. The method in this research is descriptive qualitative. The sample in this study was seventh-grade students at one of the junior high schools in China. The content of this research design is the use of dynamic mathematics technology, focusing on the understanding of the concept of efficiency-improving variance, and the form innovation of the course design is design and record before and after optimization-evaluation and analysis before and after optimization. This article mainly takes the concept of teaching variance topic as an example to try to explore the teaching design of optimizing the important and difficult points of mathematics. This study shows that Hawgent dynamic mathematics software makes students get deep learning and makes teaching and learning activities more active. Then the teacher can continue to use Hawgent dynamic mathematics software to make students more active. Abstrak. Dalam pengajaran tradisional, banyak guru sering mengabaikan proses eksplorasi pengetahuan siswa, fokus menanamkan pengetahuan kepada siswa dalam waktu singkat, dan kemudian memberi banyak soal untuk diselesaikan. Pengajaran semacam itu hanya sebatas tahap memberi tahu siswa apa itu "varians" dan bagaimana menggunakannya, serta mengabaikan proses penemuan konsep dan makna "varians". Tujuan dari penelitian ini adalah untuk melihat perbedaan kelas yang menggunakan dynamic mathematics software dan kelas tradisional. Metode dalam penelitian ini adalah deskriptif kualitatif. Sampel dalam penelitian ini adalah siswa kelas tujuh di salah satu sekolah menengah pertama di China. Desain penelitian ini adalah pemanfaatan teknologi dynamic mathematics software, menitikberatkan pada pemahaman konsep varians, dan inovasi bentuk rancangan penelitian rekam sebelum dan sesudah optimalisasi-evaluasi dan analisis sebelum dan sesudah optimasi. Artikel ini terutama mengambil konsep pengajaran pada bahasan varians sebagai contoh untuk mencoba mengeksplorasi desain pengajaran dalam mengoptimalkan poin-poin matematika yang penting dan sulit. Penelitian ini menunjukkan bahwa dynamic mathematics software Hawgent membuat siswa mendapatkan pembelajaran yang mendalam dan membuat kegiatan belajar mengajar menjadi lebih aktif. Oleh karena itu, guru dapat menggunakan dynamic mathematics software Hawgent untuk membuat siswa lebih aktif.

Abstract:

Purpose – The purpose of this paper is to investigate and review how the practices of Lesson Study fare in enhancing the professional capabilities of mathematics teachers when introduced as part of a pilot project in reforming the post-primary mathematics curriculum in Ireland. Design/methodology/approach – Totally, 250 mathematics teachers teaching Junior and Senior Cycle mathematics in 24 post-primary schools constitute the population of this study. The schools which participated are representative of the range of all post-primary schools in Ireland. Findings – Lesson Study has an important role to play in the continuing professional development of teachers in the 24 post-primary schools and beyond in Ireland. An investigation of the maths teachers’ engagement with Lesson Study reveals some considerable initial resistance. Reasons for this resistance are examined and the lessons learned from the steps taken to deal with this are reviewed. Lesson Study is an innovation that teachers need to understand deeply and to practice regularly through mutual support if they are to avail of it fruitfully. Accordingly, further approaches need to be explored, not least the important role of school leadership, to adapt Lesson Study more fully and more productively to the professional cultures of teaching in Ireland. Originality/value – An analytic and evaluative account of the challenges and complexities involved in introducing Lesson Study to post-primary schools in Ireland is presented for the first time.

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Abstract A multilevel analysis of the effects of school resource variables and educational process variables on math study outcomes for fourth grade students revealed that in regions of Eastern China that have long required nine years of compulsory education, there are significant differences in math scores between schools and between cities and villages; in student interest and self-confidence, also, there are significant differences between schools. It was found that the effects on student scores, interest in study and self-confidence associated with instructional and teaching processes were greater than effects associated with school resources. These results remind us that resources are not omnipotent in promoting equity in educational outcomes. Rather, it is more important to bring about improvements in school management, organizational forms of teaching, student evaluation methods, teacher-student relationships, and schools’ attractiveness to students.

Abstract:

Despite considerable discussion on the benefits of digital educational games, empirical research on their effectiveness in primary schools in China is limited. This case study aimed to promote the sustainable development of digital educational games in primary schools in China by examining the effect of digital educational games on primary school students’ vocabulary acquisition and ascertaining their perceptions and attitudes toward this approach. Given the purposes of this study, an embedded mixed methods research design was employed. Two Grade 4 classes at a Chinese primary school were recruited in this study. During the quasi-experiment, the experimental class (n = 50) was provided with educational game software, Quizlet, while the control class (n = 50) was taught through a traditional teaching method. The results show that integrating educational games into language education in the primary schools was effective in improving students’ vocabulary acquisition. This study makes a case for further research of digital educational games in language classrooms at a primary level in China. Implications are made regarding the future sustainable implementation of digital educational games in primary schools in China.

Abstract:

Purpose: This study aims to reveal the recent characteristics of school-based teacher development (STD) in China since it is perceived as a key measure to achieve success in raising educational quality in the country. Design/Approach/Methods: A qualitative research approach with in-depth interviews of 18 teachers at two primary schools in Beijing was used. Findings: Through the lens of cultural-historical activity theory (CHAT), it was observed that the objectives adaptation of teacher communities was made under the control of the District Education Bureau. STD provides the venue for ordinary teachers to learn, understand, and implement the teaching initiatives promoted by the district. Teacher communities at school level therefore implement continuous professional development initiatives promoted by Education Bureau teaching research officers. Originality/Value: This article argues that the administrative style of local government affected teacher community’s object, rules, and division of labor. It also contributes an indigenous interpretation of the CHAT theory.

Abstract:

The paper explores the ways in which mathematics and science teachers in one primary school perceive innovations in teaching that they implemented during inservice training. We started from the recent findings pointing to the prevailing perceptions of obstacles and an anxious and antagonistic attitude of teachers towards innovations. Hence, the aim of our research was to see whether we would obtain similar findings with the teachers who attended a training course for implementing innovations within the Trefoil project. Research participants were seven teachers. We analysed their conversations, which took place during the meetings of the expert council, about the experiences with implementing innovations. The results have shown that the teachers had the perception that innovations ensured higher quality knowledge and additionally motivated students. Still, the predominant narratives were those about the obstacles referring to the lack of time, difficulties in developing teaching activities and grading system, restrictions in the curriculum, as well as the lack of readiness and cooperation on the part of students and parents. A novelty compared to the previous studies was that we cannot speak about typical reactions. Instead, teachers? attitude towards innovations changed depending on whether the experiences were positive or they encountered problems in their implementation. The recommendations for the practice of in-service teacher training and further research are provided in the final part.

Abstract:

During a longitudinal case study on engagement in Australian middle school years mathematics, 20 students in their first year of secondary school in Western Sydney, New South Wales, were asked about their experiences of the transition to secondary school in relation to their experiences of mathematics teaching and learning. Changes and disruptions in teacher-student relationships were a major cause of concern. This was due to fewer opportunities for teacher-student interactions and a heavy usage of computer-based mathematics lessons during the first months of secondary school. Findings indicate that a strong pedagogical relationship is a critical foundation for sustained engagement in mathematics during the middle years.