scholarly journals Implementation of the principle of integration in teaching mathematics to primary school children

2020 ◽  
pp. 337-348
Author(s):  
Ljudmila Voronina ◽  
Alëna Poprygina
Keyword(s):  
Primary School ◽  
School Children ◽  
Subject Area ◽  
Primary School Children ◽  
Teaching Mathematics ◽  
Universal Method ◽  
Horizontal Structure ◽  
Study Task ◽  
Subject Areas ◽  
Relationship Of

The article discusses the features of the implementation of the integration principle in teaching mathematics to primary school children. Integration in the article refers to the natural relationship of Sciences, subject areas, individual sections and topics based on the unifying idea of a consistent, comprehensive disclosure of the studied processes and phenomena. It is noted that due to the spread of the ideas of integration as a didactic principle of learning among the pedagogical community, the concepts of "integral", "integration", "integrative" and "integrated" have been mixed, so the article clarifies the definitions of these concepts and defines the areas of their application. The authors introduce the concept of "integrated task", which is understood as a study task, for which students need to apply knowledge and skills from various subject areas. The result of such a task may be an awareness of the connection between the studied objects, Sciences, or a universal method of action, the application of which does not depend on the subject area. The article notes that an integrated task can be designed in a vertical and horizontal structure. The basis for building an integrated task in a vertical structure is the proximity of the content of subject areas. To build an integrated task in a horizontal structurethe basis is the methods of activity that are characteristic of one subject area and can be applied when studying material in another subject area. The article provides examples of integrated tasks based on the example of mathematics, designed in both vertical and horizontal structures.

Children Using Language: Can Computers Help?

1992 ◽  
Vol 8 (3) ◽  
pp. 146-150 ◽  
Author(s):  
Liam F. Heaney
Keyword(s):  
Primary School ◽  
School Children ◽  
Learning Process ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Computer Software ◽  
Primary School Children ◽  
Valuable Contribution ◽  
Subject Areas

This article considers some of the ways in which computers and appropriate software can be used to encourage children to use language purposefully. It discusses the range of computer software that is available for Primary School children and suggests ways of incorporating such software into the various subject areas. While highlighting the valuable contribution that computers can make to the teaching and learning process in schools, the article stresses the need for the planned integration of computers and computer software into an overall curriculum strategy which has an evident cohesiveness and a continuity. The surest means by which children are enabled to master their mother tongue is by exploiting the process of discovery through language in all its uses. A Language for Life

scholarly journals Mathematical Abilities of Preschool Children

2020 ◽  
Vol 7 (1) ◽  
pp. p167
Author(s):  
Ljiljanka Kvesic ◽  
Slavica Brkic ◽  
Anita Imre
Keyword(s):  
Primary School ◽  
School Children ◽  
Math Achievement ◽  
Mathematical Thinking ◽  
Mathematical Achievement ◽  
Primary School Children ◽  
Teaching Mathematics ◽  
Math Skills ◽  
Younger Age ◽  
Early Math Skills

Regardless of the fact that people are born with innate sense of number, mathematical thinking requires certain intellectual effort for which many children are not ready. While children investigate and discover new issues in everyday life, they meet the world of mathematics although they are not aware of it. As mathematics is becoming more and more important in today’s age of technology, it is very important that children are introduced to the spells of mathematics before they start attending school, and to continue to learn mathematics with that knowledge throughout school education. As well as reading, mathematics is a subject necessary for adequate functioning in society. What is more, mathematics is a subject that develops logical thinking and perception, thus mathematical teaching of children ought to be on more accessible level than it is currently. Parents and educators have access to various games and activities that involve children into mathematical thinking and creative resolving, which develops their self-confidence.Through the research that has been conducted with both preschool and primary school children using various mathematical examples appropriate for their age, it has been found out that the children of younger age have early math skills, whereas, regarding primary school children, their later math achievement is fading over time or their conclusions are grounded upon the “expected”. The traditional way of teaching mathematics and extensive material can cause poor mathematical achievement and cause a well-known fear of mathematics.

Relation of Parental Strictness to Competitive and Cooperative Attitudes of Primary School Children

1984 ◽  
Vol 54 (3) ◽  
pp. 864-866
Author(s):  
Ezra K. Arap-Maritim
Keyword(s):  
Primary School ◽  
School Children ◽  
Cross Cultural ◽  
Child Rearing ◽  
Primary School Children ◽  
Strongly Correlated ◽  
Cultural Research ◽  
Cross Cultural Research ◽  
Relationship Of ◽  
The Relationship

This study was undertaken to assess the nature of the relationship of parental strictness to competitive and cooperative attitudes of primary school children as measured by Minnesota School Affect Assessment. On the competitive items 109 boys did not score significantly higher than 119 girls but the girls scored higher than the boys on the cooperative items. Girls perceived their parents as being more strict than boys. For boys a significant correlation was found between parental strictness items and competitiveness, whereas for girls both competitiveness and cooperativeness showed significant correlation with parental strictness. The children apparently expressed attitudes about their parents that were strongly correlated to their sex differences in attitudes. More cross-cultural research on specific child-rearing variables is recommended using valid and reliable measures such as the Minnesota School Affect Assessment.

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