Teaching Mathematics in Primary Schools

Abstract

he topic of geometry includes developing students' knowledge about aspects such as two-dimensional shapes and three-dimensional objects, symmetry, tessellations, transformation and geometric reasoning. Geometry also includes learning about position, location and arrangement in relation to maps, plans, scaled drawings and grid systems. Spatial knowledge extends from learning the simple language of position and arrangement in the early years-inside, outside, near, far, etc.-to using a map to determine distances in the later years. Also important in the topic of geometry are developing students' spatial visualisation and spatial reasoning abilities, as well as making links to natural and built environments. Learning activities in this topic can involve exploration and investigation of buildings, bridges, consumer products, shapes and symmetry in plants and animals, and shape and function of natural and manufactured (constructed) objects. Everyday tasks such as map-reading and furniture arrangement, and the construction of items from plans, involve spatial reasoning. The geometry topic also links to many occupations-architecture, landscape gardening, golf course designing, civil engineering, surveying, town planning, painting, crafts, art, building and dress designing. It is important to make connections from space to measurement (Battista 2010; and number topics, and to other curriculum areas such as art, craft, physical education, science and social studies .

Instructional Strategies Used by Junior Primary Teachers in the Oshana Region of Namibia to Teach the Number Concept to Grade 1 Learners

“…Research (see Eaude, 2011;Munn, 2008;Schoenfeld, 1992) has argued that a positive learning environment allows all learners to have a sense of belonging, to feel safe and accepted and to not be afraid to make mistakes. Further, accessing learners' prior learning helps teachers design learning activities which are within the learners' ZPD and therefore is meaningful to them (Jorgensen & Dole, 2011;Kilpatrick et al, 2001;Schoenfeld, 2019;Schunk, 2012).…”

“…Aunio and Ra ``sa ``nen (2015) designed a working model for teaching core numerical skills to learners aged 5 to 8 years that consists of four core groups. Jorgensen and Dole (2011), Witzel et al (2013), andWright et al (2006) discussed the six stages of counting. In addition, Clements and Sarama (2009) developed the Learning Trajectories Theory which helps teachers understand two important issues regarding every learner in the class: the level of the learner's understanding of the concept being taught and the knowledge of the developmental steps the learner needs to take in order to achieve the desired level of understanding.…”

Integration of Ethnomathematics of Masjid Al Mahdi in Discovery Learning-based Textbook on Students’ Reasoning Ability

“…If these factors are met, then the learning process runs smoothly. Furthermore, learning mathematics focuses on developing how to think and work mathematically so as to develop students' mathematical abilities (Zevenbergen, Dole, & Wright, 2004;Suherman, 2003;Hudojo, 2003;Junaedi & Asikim 2012).…”