scholarly journals Pre-Service Elementary School Teachers' Awareness of Posing Mathematical Pseudo-Problems

TEM Journal ◽  
2020 ◽  
pp. 1252-1261
Author(s):  
Sitti Fithriani Saleh ◽  
Purwanto Purwanto ◽  
Sudirman Sudirman ◽  
Erry Hidayanto
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Everyday Life ◽  
Real Life ◽  
School Teachers ◽  
Mathematical Concepts ◽  
Problem Context ◽  
The Real ◽  
Mathematical Problems ◽  
Life Context

This study aimed to expose pre-service elementary school teachers' awareness of selecting and using real-life context in the problems they posed. The participants of this study were asked to create mathematical problems. The findings showed that some of the participants were more focused on the mathematical concepts and procedures, but tended to ignore the contexts of the problems proposed. As a result, they created problems using numbers and stories that are not relevant to everyday life or are termed pseudo-problems. Some of the real-problems submitted by the participants were not based on an awareness of problem-context relevance.

scholarly journals Elementary School Teachers' Mathematical Connections in Solving Trigonometry Problem

2018 ◽  
Vol 3 (3) ◽  
pp. 32-41
Author(s):  
Sitti Fithriani Saleh ◽  
Purwanto Purwanto ◽  
Sudirman Sudirman ◽  
Erry Hidayanto ◽  
Susiswo Susiswo
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Everyday Life ◽  
Graphical Representation ◽  
Numerical Representation ◽  
School Teachers ◽  
Mathematical Concepts ◽  
Mathematical Connections ◽  
Life Context ◽  
Algebraic Concept

This study aims to reveal mathematical connections of elementary school teachers in solving trigonometric problem. The subjects of this study were 22 elementary school teachers as the prospective participants of Professional Teacher Education and Training (PTET). They came from several districts of South Sulawesi Province. The teachers were given trigonometry problem. Trigonometry problems could encourage teachers to connect geometrical and algebraic concept, graphical representation and algebraic representation, as well as daily life context. The result shows that most of the subject teachers of this study solved the problem according to procedures they know without considering everyday life context. On the other hand, there were some subjects who connected problem with everyday life context using graphical, verbal, or numerical representation. Thus, subjects who were able to connect problem information with appropriate concepts and procedures are categorized as substantive connections. While the subjects who were able to connect problem information with mathematical concepts but less precise in using the procedure are categorized as classification connections.

scholarly journals PROFILE OF ELEMENTARY SCHOOL TEACHER IN CONCEPT UNDERSTANDING OF GEOMETRY

2020 ◽  
Vol 9 (2) ◽  
pp. 133
Author(s):  
Samuel Igo Leton ◽  
Kristoforus Djawa Djong ◽  
Irmina Veronika Uskono ◽  
Wilfridus Beda Nuba Dosinaeng ◽  
Meryani Lakapu
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Teacher ◽  
Deep Understanding ◽  
Preliminary Test ◽  
Mathematical Concept ◽  
Two Dimensional ◽  
School Teachers ◽  
Mathematical Concepts ◽  
Teaching Aids

Students need teachers with a deep understanding of mathematical concepts to improve their mathematical knowledge and achievement. The observation results of several elementary school teachers showed that they still have a lack of understanding of the geometry concepts. This research is an exploratory study with a qualitative approach that aims to describe the performance of elementary school teachers in understanding the concepts of triangles and squares. The participants in this study were elementary school teachers across Soe City District. A description test deals with the geometry concept of two-dimensional shapes that were implemented to determine the most appropriate teachers to participate in the study. Thirty-three teachers were then selected based on this preliminary test results. In-depth interviews were also conducted with the participants. The data analysis showed that the participants had a lack of understanding of the concept of two-dimensional shapes and necessary arithmetic skills. Moreover, the data suggested that the participants held various perceptions regarding their understanding of certain concepts based on their experience in teaching the mathematical concept. Based on these results, some programs are recommended to improve professionalism and pedagogical competencies, such as a refresher training program for basic mathematical material and training in teaching aids used. These programs are expected to help prepare elementary school teachers in teaching mathematics.

scholarly journals Characteristics of Mathematical Problems Posed by Teachers

2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Neila Tonin Agranionih ◽  
Alina Galvão Spinillo ◽  
Síntria Labres Lautert
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematical Concept ◽  
Sufficient Information ◽  
School Teachers ◽  
Research Setting ◽  
Data Collection And Analysis ◽  
Mathematical Problems ◽  
Training Courses ◽  
Simple Proportion

Background: In science, posing problems is considered as important as solving them, however, school has explored little this type of activity. Objective: To examine the features of mathematical problems posed by elementary school teachers, analysing aspects related to the statement of the problems and the types of problems formulated. Design: Descriptive, qualitative research. Setting and participants: Eighty-seven teachers (45 teaching 1st and 2nd grades, and 42 teaching 3rd, 4th, and 5th grades of elementary school) attending a teacher education course promoted by the Municipal Secretary of Education of Curitiba. Data collection and analysis: The teachers were asked to formulate four problems involving addition, subtraction, multiplication, and division. The types of the quantities involved, the necessary information, the number of steps required for solving the problems, and the types of problems from the theory of conceptual fields were analysed. Results: The problems presented a clear language, sufficient information, required a single operation for their solution, involved discrete quantities, and presented few challenges. The problems of addition and subtraction involved situations of composition and transformation, those of multiplication were of simple proportion, and those of division were of partitive problems.  Conclusions: The results suggest that the teachers have a limited conception about the formulation of problems, emphasising the need to promote teacher training courses that develop a greater understanding of the properties of the mathematical concept involved in the problems to be formulated and about resolution procedures to be adopted

Individualizing instruction in elementary school mathematics for prospective teachers

1966 ◽  
Vol 13 (3) ◽  
pp. 227-231
Author(s):  
Wilbur H. Dutton
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Prospective Teachers ◽  
School Teachers ◽  
Mathematical Concepts ◽  
Elementary School Mathematics ◽  
Teacher Understanding ◽  
Considerable Research ◽  
Basic Concepts ◽  
And Mathematics

The importance of teachers' understanding of basic arithmetical and mathematical concepts has been studied by numerous research workers [2, 3, 4, 6].* The understanding teachers have of basic mathematical concepts is closely associated with the ability to present these concepts to children [10]. Considerable research has been done to show the amount of understanding of basic mathematical concepts possessed by prospective elementary school teachers. Most of these studies indicate pronounced inadequacies in teacher understanding, while a few [2, 3, 8] show that some aspects of arithmetic and mathematics are understood quite well. Few studies deal with methods and procedures for overcoming teachers' lack of understanding of these basic concepts.

Forum on teacher preparation: Conceptual mathematical methodology for prospective elementary school teachers

1971 ◽  
Vol 18 (4) ◽  
pp. 265-267
Author(s):  
André Brousseau
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Teacher Preparation ◽  
Elementary School Teachers ◽  
Early Age ◽  
School Teachers ◽  
Mathematical Concepts ◽  
Present Generation ◽  
The Impact

One who questions a three- or fouryear- old is often surprised at the child's understanding and knowledge of mathematical concepts. Many researchers, among them Davis (1962, p. 57) and Piaget (1953), have concluded that children at an early age, given the proper motivation, references, and catalysts, can grasp mathematical concepts normally delayed until later in their education. In recognition of this finding, and of the impact of television on a child's accumulated knowledge upon entrance into today's elementary schools, teachers must be better prepared. They face a challenge dreamed about but seldom approached before the corning of our present generation of preschoolers.

scholarly journals Informing the design of a multisensory learning environment for elementary mathematics learning

2021 ◽  
Author(s):  
Luigi F. Cuturi ◽  
Giulia Cappagli ◽  
Nikoleta Yiannoutsou ◽  
Sara Price ◽  
Monica Gori
Keyword(s):  
Elementary School ◽  
Learning Environment ◽  
Elementary School Teachers ◽  
School Children ◽  
Mathematics Learning ◽  
School Level ◽  
Primary School Children ◽  
School Teachers ◽  
Mathematical Concepts ◽  
Multisensory Learning

AbstractIt is well known that primary school children may face difficulties in acquiring mathematical competence, possibly because teaching is generally based on formal lessons with little opportunity to exploit more multisensory-based activities within the classroom. To overcome such difficulties, we report here the exemplary design of a novel multisensory learning environment for teaching mathematical concepts based on meaningful inputs from elementary school teachers. First, we developed and administered a questionnaire to 101 teachers asking them to rate based on their experience the learning difficulty for specific arithmetical and geometrical concepts encountered by elementary school children. Additionally, the questionnaire investigated the feasibility to use multisensory information to teach mathematical concepts. Results show that challenging concepts differ depending on children school level, thus providing a guidance to improve teaching strategies and the design of new and emerging learning technologies accordingly. Second, we obtained specific and practical design inputs with workshops involving elementary school teachers and children. Altogether, these findings are used to inform the design of emerging multimodal technological applications, that take advantage not only of vision but also of other sensory modalities. In the present work, we describe in detail one exemplary multisensory environment design based on the questionnaire results and design ideas from the workshops: the Space Shapes game, which exploits visual and haptic/proprioceptive sensory information to support mental rotation, 2D–3D transformation and percentages. Corroborating research evidence in neuroscience and pedagogy, our work presents a functional approach to develop novel multimodal user interfaces to improve education in the classroom.

Using Manipulatives to Develop the Understanding of the Concept of the Fraction of Preservice Elementary Teachers: The Meaning of Measure

2019 ◽  
pp. 229-234
Author(s):  
Yuitza T. Humarán Martínez
Keyword(s):  
Elementary School ◽  
Elementary Teachers ◽  
Elementary School Teachers ◽  
Experimental Research ◽  
Preservice Elementary Teachers ◽  
School Teachers ◽  
Mathematical Concepts ◽  
Significant Evidence ◽  
Quasi Experimental

Manipulatives are a tool when that well-implemented can contribute to the development of mathematical concepts and processes, and is a popular strategy in elementary school. However, educators usually don’t use this technique efficiently for several reasons. For example, they had never used manipulatives before starting to work at school. In this quasi-experimental research, the understanding of preservice elementary school teachers of the concept of the fraction, specifically, the meaning of measure, was studied. Statistically significant evidence was gathered to conclude that the understanding of the meaning of measure improves after the implementation of the lesson with tangible manipulatives.

Interpreting the Standard Division Algorithm in a Candy Factory Context

2007 ◽  
Vol 14 (1) ◽  
pp. 25-31
Author(s):  
Jeff Gregg ◽  
Underwood Diana Gregg
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Good Deal ◽  
Mathematical Significance ◽  
Division Algorithm ◽  
School Teachers ◽  
Mathematical Concepts ◽  
Mathematics Courses ◽  
Whole Number

In our mathematics courses for preservice elementary school teachers, we spend a good deal of time helping students make sense of the standard algorithms for whole-number operations. Our goal in focusing on “why the algorithms work” is not to suggest that teachers show children the algorithms and then tell them why they work. Rather, our goal is to promote a deeper understanding of the mathematical concepts underlying the algorithms. We believe that by making the routine problematic and challenging our students to think about the mathematical significance of the steps in the algorithms, they will be better prepared to respond to the multitude of ideas children bring to arithmetical computation.

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