scholarly journals Teaching Mathematics Bilingually for Kindergarten Students with Teaching Aids Based on Local Wisdom

2018 ◽  
Vol 11 (3) ◽  
pp. 8 ◽  
Author(s):  
Ririn Ambarini ◽  
Arso Setyaji ◽  
Sri Suneki
Keyword(s):  
Qualitative Method ◽  
Kindergarten Students ◽  
Math Learning ◽  
Math Ability ◽  
Teaching Aids ◽  
Learning Mathematics ◽  
Language And Mathematics ◽  
And Mathematics ◽  
Teaching Learning ◽  
Math Concepts

Language and Mathematics are both skills and knowledge that need to master well so that it can be the provision for students’ future life when mingling with the community or society. Because of that the integration of teaching both language and Mathematics in bilingual Math learning will give many benefits to the students. They will learn not only how to interact with others by improving their communication skills but also how to develop their Math concepts and skills. Moreover students will also get lots of advantages by learning Mathematics bilingually. This study aimed to find out the development of the students’ English for Math ability in numbers and number sense in which the process of teaching learning is equipped with teaching aids based on local wisdom. The participants were 30 kindergarten students. The study used descriptive qualitative method and the results revealed that the teaching learning activities with teaching aids designed based on local wisdom have a significant effect on the development of both kindergarten students’ performance in English for Math activities and their love toward the local products found in their surrounding environment.

scholarly journals Intervención didáctica para promover el aprendizaje de las matemáticas, en niños con discalculia

Respuestas ◽  
2011 ◽  
Vol 16 (2) ◽  
pp. 5-13
Author(s):  
Andrea Carolina Rojas Suarez ◽  
Adriana Patricia Contreras Hernández ◽  
Mayra Alejandra Arévalo Duarte
Keyword(s):  
Teaching Strategies ◽  
Learning Difficulties ◽  
Alternative Teaching ◽  
Learning Mathematics ◽  
The Subject ◽  
And Mathematics ◽  
Object Of Study ◽  
Teaching Learning ◽  
Observational Record ◽  
Development Of Students

Este estudio tiene como propósito favorecer el aprendizaje de las matemáticas en niños con discalculia mediante el desarrollo de estrategias didácticas. La metodología investigativa se enmarca dentro del paradigma cualitativo, con un método etnográfico de tipo exploratorio. Su objeto de estudio requiere ser abordado a partir del registro de observaciones del desenvolvimiento de los estudiantes con dificultades en el aprendizaje de las matemáticas a través del desarrollo de pruebas en esta área. Las categorías abordadas corresponden a factores que intervienen en el aprendizaje, las alternativas de enseñanza, el aprendizaje de las matemáticas en niños con discalculia y actividades matemáticas de acuerdo al pensamiento numérico, las cuales marcaron la ruta de ejecución para abordar el objeto de investigación. Finalmente, se concluye que las estrategias utilizadas permitieron al estudiante no sólo conocer el tema a partir del proceso desarrollado sino al mismo tiempo reforzar y mantener constante su motivación y participación en el aprendizaje de esta área fundamental en el currículo escolar.Palabras clave: Aprendizaje, discalculia, estrategias didácticas, pensamiento numérico, paradigma cualitativo. AbstractThis study was aimed to encourage the learning of mathematics in children with developmental dyscalculia through education and teaching strategies. The research methodology is framed within the qualitative paradigm, with an exploratory ethnographic method, as its object of study needs to be addressed from the observational record of the development of students with learning difficulties in mathematics through the development of evidence in this area. The categories addressed relate to factors that affect learning, alternative teaching, learning mathematics in children with dyscalculia and mathematics activities according to numerical thinking, which marked the path of execution to address the subject of investigation. Finally, we conclude that the strategies used allowed the student not only know the subject from the process developed but at the same time, enhance and maintain constant motivation and participation in learning in this key area in the school curriculum.Keywords: Learning, dyscalculia, teaching strategies, numerical thinking, qualitative paradigm.

Etnomatematika: Eksplorasi Uma Lengge Untuk Pembelajaran Matematika Di Sekolah

2021 ◽  
Vol 8 (2) ◽  
pp. 98-106
Author(s):  
Muhamad Farhan ◽  
M. Tohimin Apriyanto ◽  
Arif Rahman Hakim
Keyword(s):  
Cultural Values ◽  
Qualitative Method ◽  
Mathematics Learning ◽  
Triangular Prism ◽  
Plane Figure ◽  
Math Learning ◽  
Cultural Elements ◽  
Ethnographic Approach ◽  
Learning Mathematics

This research was conducted to explore the elements of mathematics (ethnomathematics) contained in the Uma Lengge building that is located in Bima, West Nusa Teggara (NTB), Indonesia. The research used a qualitative method with an ethnographic approach. The data were obtained from literature studies, observation, and documentation. Observation and documentation were used to identify and explore the elements of mathematics (ethnomathematics) contained in the Uma Lengge building, literature studies are used to find out more about the cultural values that exist in the uma lengge building as an application in learning mathematics. The results show elements of mathematics (ethnomathematics) in the uma lengge contain plane figure namely the concept of square, rectangle and triangle, concept of parallel and perpendicular lines, concept of geometry namely triangular prism and concept of similarity in triangle. The implication of this research is that the cultural elements contained in the uma lengge building can be used in mathematics learning applications in schools. Keywords: ethnomathematics, uma lengge, math learning

scholarly journals Kindergarten Students Acquire Basic English Literacy Through Letterland: A Case Study

2018 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Joice Ellen Limbong
Keyword(s):  
Kindergarten Students ◽  
Proper Class ◽  
Qualitative And Quantitative ◽  
Teaching Aids ◽  
Number Of Factors ◽  
Natural Outcome ◽  
English Literacy ◽  
Teaching Learning ◽  
Basic English

This study aims to help kindergarten students to acquire basic literacy in English through the use of Letterland which is believed to be a fun and exciting program which can produce a natural outcome. This study utilizes qualitative and quantitative approach. The research design of this study is case study in order to make intensive analysis on how kindergarten students acquire Basic English literacy through Letterland. The study presents a description on how effective and helpful Letterland is in helping kindergarten students acquire basic literacy. This study can be used to provide local teachers or educators with the ideas in implementing the phonics approach in teaching Basic English literacy. There are number of factors that enable students to acquire the Basic English literacy; however, this study focuses on the application of Letterland. Findings  showed that Letterland is useful to help kindergarten students in school K in acquiring Basic English literacy. Students recognized the initial, medial and final sounds. The teachers implemented Letterland with a proper class settings, sufficient teaching aids, and proper teaching-learning process. Keyword – Letterland, Basic English Literacy, Kindergarten

scholarly journals ¿Cómo establecer relaciones entre conocimiento especializado y concepciones del profesorado de matemáticas?

2018 ◽  
Vol 13 (1) ◽  
Author(s):  
Álvaro Aguilar-González ◽  
Cinta Muñoz-Catalán ◽  
José Carrillo-Yáñez ◽  
Luis José Rodríguez-Muñiz
Keyword(s):  
Primary Teacher ◽  
Fifth Grade ◽  
Mathematics Model ◽  
Knowledge Model ◽  
Specialized Knowledge ◽  
Learning Mathematics ◽  
Teachers Beliefs ◽  
And Mathematics ◽  
Teaching Learning ◽  
Potential Use

Este trabajo describe cómo establecer relaciones entre los subdominios del modelo de conocimiento especializado del profesor de matemáticas (MTSK) y las concepciones del profesorado de matemáticas, según el modelo concepciones de enseñanza-aprendizaje de las matemáticas (CEAM). Se presenta una metodología para identificar y analizar estas relaciones, que ha permitido comprender la práctica en el aula de una maestra de 5o grado de primaria. Se aporta la descripción del indicador “concepción de la matemática escolar” y las relaciones establecidas al aplicar este método. Finalmente, se discute la potencialidad de uso del instrumento propuesto.How to establish connections between specialized knowledge and mathematics teachers’ beliefs? This paper describes how to establish relationships between the subdomains of the Mathematics Teacher’s Specialised Knowledge model and the conceptions of the mathematics teaching, according to the Conceptions of Teaching-Learning Mathematics model. We present a methodology for identifying and analyzing these relationships, which has allowed to understand the practice in her classroom of one fifth grade primary teacher. As a result, the description of the indicator “conception of school mathematics” and the established relationships are provided. Finally, the potential use of the proposed instrument is discussed.Doi:10.30827/pna.v13i1.7944 Handle: http://hdl.handle.net/10481/53996

Pemupukan Kemahiran Proses Sains di Kalangan Pelajar Tingkatan Dua di Sekolah Bestari

2012 ◽  
Author(s):  
Rose Amnah Abdul Rauf ◽  
Abd. Rashid Johar ◽  
Lilia Halim ◽  
Siti Rahayah Ariffin
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Qualitative Method ◽  
Communication Skill ◽  
Document Analysis ◽  
Process Skills ◽  
Science Process Skills ◽  
Teaching Aids ◽  
Teaching Learning

Kajian ini bertujuan untuk meminjam persekitaran pengajaran-pembelajaran sains di Sekolah Bestari dalam menyediakan peluang pemupukan kemahiran proses sains (KPS) di kalangan pelajar. Kajian ini merupakan kajian kes jenis kualitatif. Seramai 24 pelajar dan 2 orang guru dipilih menjadi peserta kajian dari dua buah Sekolah Bestari. Hasil analisis dokumen menunjukkan bahawa kurikulum memainkan peranan penting dalam menentukan perancangan pemupukan kemahiran proses sains. Kajian ini mendapati peluang pemupukan kemahiran proses sains wujud dalam proses pengajaran-pembelajaran sains di Sekolah Bestari. Peluang pemupukan ini didapati daripada kaedah pengajaran dan bahan pengajaran-pembelajaran yang digunakan. Kaedah perbincangan memupuk banyak jenis kemahiran proses sains berbanding kaedah pengajaran yang lain. Kemahiran proses sains yang paling kerap dipupuk melalui kaedah perbincangan adalah kemahiran berkomunikasi. Bahan pengajaran-pembelajaran yang memupuk paling banyak jenis kemahiran proses sains ialah penggunaan pengurusan grafik. Kajian ini juga mencadangkan model pemupukan kemahiran proses sains. Kata kunci: Kemahiran projek sains, Sekolah Bestari, pemupukan, pengajaran-pembelajaran This study aims at exploring science teaching-learning environment of smart schools in providing opportunities to incalculate science process skills amongst students. This is a case study using a qualitative method. 24 students and 2 teachers from two smart schools were chosen as the participants. Document analysis indicates that the curriculum plays a major role in determining the planning of incalculating science process skills. This study shows that opportunities to incalculate science process skills exist in the teaching-learning process of science in smart schools, through the use of teaching methods and teaching aids. The discussion method incalculates more science process skills compared to other methods of teaching. This science process skills that is most incalculated through the discussions methods is the communication skill. Graphic organizer used as a teaching aid was found to incalculate and the most variety of science process skills. This study also suggests a model for the incalculation of science process skills. Key words: Science process skills, smart schools, incalculate, teaching-learning

scholarly journals Are Teachers Paying Enough Attention to Low-achieving Students While Teaching Reading Strategies?

Pedagogika ◽  
2017 ◽  
Vol 127 (3) ◽  
pp. 37-53
Author(s):  
Viktorija Sičiūnienė ◽  
Nijolė Toleikytė
Keyword(s):  
Diagnostic Tests ◽  
Reading Strategies ◽  
Reading Skills ◽  
School Level ◽  
Teaching Reading ◽  
Specific Reading ◽  
Low Achieving Students ◽  
Language And Mathematics ◽  
And Mathematics ◽  
Teaching Learning

The article presents the results of the qualitative research on the attitude of teachers towards low-achieving students while teaching reading strategies. Such scientific studies have not been conducted in Lithuania before. This was the first research, which aimed to identify if the teachers allocated attention to low-achieving school learners while reflecting on the process of teaching/ learning reading strategies and the achieved results. The sample of the research included 33 teachers from Lithuanian schools. They were participants in the national project “Learning Teachers – Learning Students” in 2015–2016. For two years it was observed how teachers in cooperating teams learned to apply reading strategies and provided collegial feedback to each other. The authors of the article were experts, who prepared diagnostic tests measuring reading skills, provided recommendations to the teachers how to apply methodology for teaching reading strategies, to measure and analyse reading achievements. The research results revealed that not all the teachers of the Lithuanian language and mathematics repeatedly measured reading skills of their learners. The teachers’ responses show that the total dynamics of results of project schools is evaluated positively but in separate cases it is quite ambiguous. It was noticed that evaluating the dynamics of reading results, the focus is laid more on the average indicator in the class and too little attention is paid to monitoring and analysis of the results of separate learner groups, and on those of low-achieving students in particular, as well as to individual progress of learners. Analysing the teachers’ reflections on how decisions/agreements about application of specific reading strategies are made, it can be stated that collegial feedback, agreements at school level and colleagues support was particularly important to teachers but it lacked a focused orientation, too little attention was dedicated to observation and discussion of practice of reading strategy application.

scholarly journals Bilingualism of Colombian Deaf Children in the Teaching-Learning of Mathematics in the First Year of Elementary School

2011 ◽  
Vol 12 (2) ◽  
pp. 9 ◽  
Author(s):  
Olga Lucía León Corredor ◽  
Dora Inés Calderón
Keyword(s):  
Sign Language ◽  
First Grade ◽  
Written Language ◽  
Deaf Children ◽  
First Year ◽  
Experience Teaching ◽  
Language And Mathematics ◽  
And Mathematics ◽  
Teaching Learning ◽  
Learning Issues

This paper summarizes some results of the first ethnographic research study conducted in Colombia in three different elementary schools for deaf children in which bilingualism (sign-language and written-language) is starting to be emphasized. This study focuses on the teaching of mathematics in classrooms for deaf children using contexts proclaimed as bilingual. The participants in the study were first grade teachers. The analysis presented in this paper illustrates the struggles that teachers experience teaching arithmetic in such a context. The teaching of arithmetic using bilingualism requires three types of semiotic registers: sign-language and written-Spanish, and the Hindu-Arabic numeration system. The analysis indicates some puzzling teaching learning issues interweaving language and mathematics. These issues are of linguistic and communicative, social and cultural, and cognitive and pedagogical nature.

The eAssessment of Key Competences and Their Relationship With Academic Performance

2018 ◽  
pp. 479-491
Author(s):  
Fernando Martinez-Abad ◽  
Patricia Torrijos-Fincias ◽  
María José Rodríguez-Conde
Keyword(s):  
Academic Performance ◽  
Basic Education ◽  
Research Work ◽  
Education Students ◽  
Validated Questionnaire ◽  
Language And Mathematics ◽  
Information Skills ◽  
And Mathematics ◽  
Teaching Learning ◽  
School Curricula

Even though in the current information-rich environment information skills have become a key competence within school curricula, their transversal, sometimes marginal character is maintained in basic education. This research work intends to facilitate the teachers information-rich environment information skills have become a key competence within school curricula, their transversal, sometimence, understood mainly as the performance in language and mathematics. The sample of the study was composed of 258 secondary education students from Spain, who completed a validated questionnaire that evaluated information skills. The results show a significant positive relationship between information skills and academic performance. The authors conclude by discussing the importance of emphasizing the study of information skills as a factor associated with academic performance, aiming to foster their effective integration in formal teaching-learning processes.

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