scholarly journals Teachers’ Instructional Practices for Promoting Primary One Learners’ Mathematics Competence: A Comparative Study of Busiro and Luuka, Uganda

2020 ◽  
Vol 4 (1) ◽  
pp. 44-59
Author(s):  
Sarah Kisa ◽  
Godfrey Ejuu ◽  
Joyce Ayikoru Asiimwe
Keyword(s):  
Instructional Practices ◽  
English Language ◽  
Participant Observation ◽  
Mathematics Learning ◽  
Basic Number ◽  
Unique Contribution ◽  
Mathematical Concepts ◽  
Verbal Interactions ◽  
Daily Life Activities ◽  
Mathematics Competence

Purpose: Mathematics is a globally compulsory school subject and plays a fundamental role in an individual’s daily life activities. Elementary school teachers’ instructional practices are key in fostering among learners the foundational competences in basic number operations. This study explored the instructional practices Primary One teachers in Busiro North and Luuka North Counties can adopt from each other in order to enhance their learners’ mathematics competence.Methodology: A qualitative approach with an observational multiple case study design was employed to obtain data from 74 purposively selected teachers. Data was collected through non-participant observation. Each teacher was observed teaching mathematics to Primary One learners and interviewed after the lesson. Data obtained was analysed descriptively.Findings: Findings indicate that teachers use songs, rhymes and games involving mathematical concepts, in both English language and the local languages   to help learners attain competence. Teachers have also embraced use of locally available materials like woven plastic propylene bags (buveera) and banana fibres to make and decorate charts in the classrooms’ mathematics learning areas. Attention grabbers like “Good children, Good teacher”; “We, Work”; are common verbal interactions between teacher and learners when the class seems to lose concentration. Teachers recognise learners’ efforts when they correctly answer oral, written or practical tasks by asking the class to give a classmate “flowers” or “the pa-pa-pa clap”.Unique contribution to theory, practice and policy: For teachers to help learners’ master mathematical concepts and augment their competence, they should build on learners’ experience and prior knowledge, give learners opportunities to explain their mathematical ideas and use the think – pair – share strategy during problem solving.

scholarly journals Ethnoconstructivism analysis: Study of pedagogic mathematics competence of primary school teachers

2020 ◽  
Vol 9 (3) ◽  
pp. 614
Author(s):  
Syahrial Syahrial ◽  
Asrial Asrial ◽  
Maison Maison ◽  
Amirul Mukminin ◽  
Dwi Agus Kurniawan
Keyword(s):  
Cultural Values ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Implementation Process ◽  
School Teachers ◽  
Mathematical Concepts ◽  
Teacher Understanding ◽  
Teacher Competency ◽  
Mathematics Competence ◽  
Quality Learning

The teacher has an important role in realizing quality learning. Qualified teachers are shown with good competence. Teacher competency can be improved through teacher understanding of non-constructivism knowledge in mathematics learning. Teachers can integrate cultural values and local wisdom into mathematical concepts to shape student knowledge. Integrating cultural values and local wisdom into mathematics learning makes students learn through their cultural background experiences. This research wasa descriptive research employed 691 respondents. The instruments in this study were questionnaires, tests and interviews to reinforce quantitative results. The purpose of this study was to determine the level of <br /> teacher pedagogical knowledge, teacher ethnoconstructivism knowledge, the influence and impact of ethnoconstivism knowledge in mathematics learning. The results of this study indicate the competence of elementary school teachers in Batanghari, Muaro Jambi, and Jambi City tends to be generally not good, and teachers have applied ethno-constructivism in mathematics learning through the use of media, models, and learning strategy. Teachers still encounter many obstacles in the implementation process. And the age range of the teacher has an impact on the level of ethnoconstructivism knowledge in mathematics learning.

scholarly journals ETNOMATEMATIKA EKSPLORASI TAPIS LAMPUNG SEBAGAI SUMBER BELAJAR DALAM UPAYA MELINDUNGI WARISAN BUDAYA LAMPUNG

2019 ◽  
Vol 2 (2) ◽  
pp. 61-68
Author(s):  
Fiola Cita Dewi ◽  
Aida Nurfithriyya ◽  
Susiana Susiana ◽  
Rosida Rakhmawati ◽  
Bambang Sri Anggoro
Keyword(s):  
Qualitative Data ◽  
Participant Observation ◽  
Mathematics Learning ◽  
Two Dimensional ◽  
Mathematical Concepts ◽  
One Dimensional ◽  
Transformation Geometry

This study aimed to find out what were the activities of ethnomathematics on the Tapis cloth that can be used as a source of mathematics learning. The data obtained are qualitative data with data sourced from observation and participant observation (fieldwork), interview and questioner, document and text, impression, and the reaction of the researcher. The technique of validity was using triangulation. The result of the research showed that from several kinds of Tapis cloths: 1) They had a philosophical sense on every Tapis motif related to the Lampung people's existence. 2) Two activities exist in Tapis Lampung that was measuring activity and counting activity. 3) Mathematical concepts on Lampung filters include One-dimensional geometry found in the star's motifs that applied the line concept. The two-dimensional geometries were triangles, rhombus, and elliptical rectangles derived from Tapis Pucuk Rebung, swaying headers, stylish headlines, and geometric motifs. Transformation Geometry concept of Reflection and Rotation was on mangosteen flower and leafflower. Dilatation was on the rhombus motif. The translation was on the motives of humans and riding animals.   Penelitian ini bertujuan untuk mengetahui apa saja aktivitas etnomatematika pada kain tapis yang dapat dijadikan sebagai sumber belajar matematika. Data yang diperoleh berupa data kualitatif dengan sumber data dari observasi dan observasi partisipan (kerja lapangan), wawancara dan kuesioner, dokumen dan teks, kesan dan reaksi peneliti. Teknik keabsahan dengan cara triangulasi. Hasil penelitian menunjukkan bahwa dari beberapa macam kain tapis : 1) Memiliki makna filosofis pada setiap motif kain tapis yang berkaitan dengan kehidupan masyarakat Lampung. 2) Terdapat dua aktivitas yang ada pada Tapis Lampung yaitu aktivitas mengukur dan aktivitas membilang. 3) Konsep matematika pada tapis Lampung meliputi : Geometri dimensi satu yaitu garis terdapat pada motif bintang. Geometri dimensi dua yaitu segitiga, persegi belah ketupat dan elips yang berasal dari tapis pucuk rebung, tajuk berayun, tajuk dipergaya dan motif geometris. Transformasi Geometri konsep Refleksi dan Rotasi pada motif bunga manggis dan bunga daun. Dilatasi pada motif Belah Ketupat. Translasi pada motif Manusia dan Hewan Tunggangan.

THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS

2018 ◽  
Vol 2 (2) ◽  
pp. 184-198
Author(s):  
Ida Yulianawati
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Interaction Analysis ◽  
Participant Observation ◽  
Video Recording ◽  
Classroom Interaction ◽  
Verbal Interactions ◽  
Qualitative Interaction ◽  
Classroom Language ◽  
Teaching Learning

The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher’s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students’ talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.  

The Interplay Between Mathematical and Computational Thinking in Primary School Students’ Mathematical Problem-Solving Within a Programming Environment

2021 ◽  
pp. 073563312097993
Author(s):  
Zhihao Cui ◽  
Oi-Lam Ng
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Computational Thinking ◽  
Programming Environment ◽  
Primary School Students ◽  
School Students ◽  
Mathematical Concepts ◽  
Block Based

In this paper, we explore the challenges experienced by a group of Primary 5 to 6 (age 12–14) students as they engaged in a series of problem-solving tasks through block-based programming. The challenges were analysed according to a taxonomy focusing on the presence of computational thinking (CT) elements in mathematics contexts: preparing problems, programming, create computational abstractions, as well as troubleshooting and debugging. Our results suggested that the challenges experienced by students were compounded by both having to learn the CT-based environment as well as to apply mathematical concepts and problem solving in that environment. Possible explanations for the observed challenges stemming from differences between CT and mathematical thinking are discussed in detail, along with suggestions towards improving the effectiveness of integrating CT into mathematics learning. This study provides evidence-based directions towards enriching mathematics education with computation.

Irritant-Induced Chronic Cough Triggers: A Scoping Review and Clinical Checklist

2021 ◽  
pp. 1-31
Author(s):  
Mary J. Sandage ◽  
Elizabeth S. Ostwalt ◽  
Lauren H. Allison ◽  
Grace M. Cutchin ◽  
Mariah E. Morton ◽  
...  
Keyword(s):  
Scoping Review ◽  
Full Text ◽  
Chronic Cough ◽  
English Language ◽  
Meta Analysis ◽  
Occupational Exposures ◽  
Unique Contribution ◽  
International Scope ◽  
Scoping Reviews ◽  
Full Text Review

Purpose The primary aim of this review was to identify environmental irritants known to trigger chronic cough through the life span and develop a comprehensive clinically useful irritant checklist. Method A scoping review was conducted using the Preferred Reporting Items for Systematic Review and Meta-Analysis Extension for Scoping Reviews, checklist, and explanation. English-language, full-text resources were identified through Medline, PsycINFO, SPORTDiscus, Web of Science, and ProQuest Dissertations and Theses Global. Results A total of 1,072 sources were retrieved; of these, 109 were duplicates. Titles of abstracts of 963 articles were screened, with 295 selected for full-text review. Using the exclusion and inclusion criteria listed, 236 articles were considered eligible and 214 different triggers were identified. Triggers were identified from North America, Europe, Africa, Asia, and Australia. Occupational exposures were also delineated. Conclusions A clinically useful checklist of both frequently encountered triggers and idiosyncratic or rare triggers was developed. The clinical checklist provides a unique contribution to streamline and standardize clinical assessment of irritant-induced chronic cough. The international scope of this review extends the usefulness of the clinical checklist to clinicians on most continents.

scholarly journals Aktivitas Matematika Berbasis Budaya pada Masyarakat Lampung

2016 ◽  
Vol 7 (2) ◽  
pp. 221-230
Author(s):  
Rosida Rakhmawati
Keyword(s):  
Mathematics Learning ◽  
Mathematical Problem ◽  
Mathematical Concept ◽  
Vital Role ◽  
Exploratory Research ◽  
Mathematical Concepts ◽  
Daily Lives ◽  
Home Building ◽  
Culture Based Education

Culture-based education has a vital role of individuals and communities to achieve progressivity in all aspects of life. Math-based culture called ethnomathematics is an approach that can be used to explain the role of mathematics in a multicultural society. Mathematical concepts used to explore the existence of mathematics in culture, especially traditional societies of Lampung. This study aims to describe the results of exploration Lampung Ethnomathematics with this kind of exploratory research as well as an ethnographic approach. The results showed that without studying the mathematical concept, traditional society of Lampung have applied these concepts in their daily lives using ethnomathematics. Proved the existence of mathematical concepts contained in custom home building, the local unit of  Lampung, geometric shapes motif of tapis, as well as traditional games Lampung. Researchers suggest the results of this study to (a) used as alternative ideas mathematics learning outside the classroom, (b) introduced in learning formal mathematics as initial capital to teach the concept of mathematics to students, (c) be used as reference material for preparing a matter of mathematical problem-solving context.

scholarly journals Attitudes, Instructional Practices and Difficulties Faced by English Teachers While Teaching Through ‘Quality Drive’

2019 ◽  
Vol 12 (5) ◽  
pp. 79
Author(s):  
Muhammad Arfan Lodhi ◽  
Rabia Jabeen ◽  
Sadaf Mustafa ◽  
Naheed Siddique ◽  
Aqsa Liaqat ◽  
...  
Keyword(s):  
Instructional Practices ◽  
English Language ◽  
Mother Tongue ◽  
Cooperative Behavior ◽  
Primary Teachers ◽  
Living Standard ◽  
Teaching English ◽  
Literacy Rate ◽  
Rural And Urban ◽  
Educational Pyramid

Quality Education is the bedrock foundation of primary level of educational pyramid. It helps not only in the development of individuals but also improve their living standard at academic and professional domains. Government of Punjab has initiated a literacy and numeracy drive movement to enhance the literacy rate. English is the major focus of concern in Literacy and Numeracy drive (LND). Present study has been conducted to study the attitudes, instructional practices and difficulties faced by the English primary teachers while teaching English through quality drive. The study was descriptive in nature based on the mixed method i.e. quantitative and qualitative approach. It was conducted in the rural and urban schools of the elementary wing of tehsil Khanpur district Rahimyar Khan. The results reflected that teachers showed positive behavior towards teaching English through LND. But they faced many problems like unhealthy environment, lack of facilities, influence of mother tongue, non cooperative behavior of parents and lack of interest in learning English. The weak base of grammar, vocabulary, pronunciation, spellings and comprehension are also the basic problems. It showed that traditional method is in common practice for teaching English language. The study recommends improvement in the mechanism of literacy and numeracy drive to produce better outcomes of English teaching.

scholarly journals The Griefer and the Stalker: Disruptive Actors in a Second Life Educational Community

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Jean-Paul Lafayette DuQuette
Keyword(s):  
Language Learning ◽  
Learning Community ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
English Language ◽  
Participant Observation ◽  
Structured Interviews ◽  
Community Members ◽  
Fear And Anxiety

Linden Lab’s Second Life (SL) is well-known for its hands-off approach to user conflict-resolution. Although users are given tools to mute and block individual accounts as well as ban undesirable avatars from user-owned land, that does not prevent determined, malicious users from disrupting communities and harassing individuals. This case study focuses on two such malicious users exemplary of two specific types of malevolent virtual world actors: in-world griefers and online stalkers. As part of a decade-long ethnographic research project within the Cypris Chat English language learning community in SL, this paper utilizes data gleaned from notes on participant observation, semi-structured interviews, and first-hand encounters. It categorizes the disparate strategies these individuals have used over the years in their attempts to disrupt group cohesion, sow distrust between students and teachers, humiliate individuals, and foment an atmosphere of fear and anxiety. It then reviews the methods community members used to defend themselves from such attacks and analyzes the efficacy of these strategies. This study builds on our understanding of harassment in virtual worlds and acts as a cautionary tale for future virtual world educators and community leaders considering the development of their own online classes and groups.

scholarly journals Using Drama and Drama Techniques to Teach English Conversations to English as A Foreign Language Learners

2018 ◽  
Vol 7 (6) ◽  
pp. 63
Author(s):  
Saman Masoumi-Moghaddam
Keyword(s):  
Public Schools ◽  
Language Learners ◽  
English Language ◽  
Participant Observation ◽  
Pedagogical Practices ◽  
Control Group ◽  
Classroom Context ◽  
The Public ◽  
Foreign Language Learners ◽  
English Competence

The present study aimed to examine the ways in which drama and drama techniques and practices, as implemented in the English language classes and combined with pedagogical practices to teach and learn English conversation, can create the appropriate conditions that promote learning environments conducive for learning English conversations. The participants of this study were thirty undergraduate male and female students who had studied English at the secondary and high school levels at the public schools in Ardebil. They were classified into two groups including Control and Experimental groups. The two groups were administered a Test-Retest evaluation to measure the targeted language skills that was to be taught to them. In order to collect the necessary data, two modern plays were taught and rehearsed in classroom context and then a retest were administered after the practice of these two modern dramatic discourse in the classroom. The different data-collecting techniques were used for the current research were participant observation (direct and indirect), and interviews. After analysing the data the results showed that there was no significant improvement in English competence of the Control group but the Experimental group revealed a tremendous achievement in their abilities in English conversations through the use of dramatic discourse.

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