Showing papers in "Pedagogical Research in 2020"

Transition to Online Education in Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia.

Abstract: The situation in general education in Georgia has changed in the spring semester of 2020, when the first case of coronavirus COVID-19 infection was detected rising to 211 local and more than 1,5 million infection cases worldwide by the Apr. 8. 2020. Georgia became one of 188 countries worldwide that has suspended the education process. The paper studies the capacities of the country and its population to continue the education process at the schools in the online form of distance learning, study reviews the different available platforms and indicates the ones that were used by the support of the government, such as online portal, TV School and Microsoft teams for public schools and the alternatives like Zoom, Slack and Google Meet, EduPage platform that can be used for online education and live communication and gives examples of their usage. Authors made a case study, where the Google Meet platform was implemented for online education in a private school with 950 students, shows the usage statistics generated by the system for the first week of the online education process. Results confirm that the quick transition to the online form of education went successful and gained experience can be used in the future. The experience and studies can be useful for other countries that have not found the ways of transition yet. The lesson learned from the pandemic of 2020 will force a generation of new laws, regulations, platforms and solutions for future cases, when the countries, government and population will be more prepared than today.

Challenges and Opportunities for Higher Education amid the COVID-19 Pandemic: The Philippine Context

Abstract: Covid-19 affected higher educational institutions not just in Wuhan, China where the virus originated but all other higher educational institutions in 188 countries as of April 06, 2020. Educational countermeasures are taken to continue educating the students despite the COVID-19 predicaments. Based on the author’s experiences, research, observations in the academe, COVID-19 guidelines, and the need for alternative solutions, this article introduces how higher education is affected and how it can respond to future challenges. This article recommends to educational institutions to produce studies to proliferate and document the impact of the pandemic to the educational system. There is also a greater need for educational institutions to strengthen the practices in the curriculum and make it more responsive to the learning needs of the students even beyond the conventional classrooms.

College Student Transition to Synchronous Virtual Classes during the COVID-19 Pandemic in Northeastern United States

Abstract: This study examined undergraduate college students’ perceptions, general preferences, emotional responses, and comment themes with the transition to a virtual learning classroom during the COVID-19 pandemic from a college in the northeast United States. A total of 148 students (44 males, 104 females) completed an 18-item transition to virtual classes survey. Students indicated that their professors utilized the Learning Management System effectively with virtual coursework, and that their professors adapted and communicated changes in course content during the transition, while indicating their preferences that professors communicate changes in course syllabi or schedule in a timely manner, and that both course syllabi and grades be available on the Learning Management System. Students expressed negative emotions like uncertainty, anxiety, and nervousness when transitioning to virtual classes. Four open-ended questions generated six comment themes with students indicating the need for constant communication, the use of the learning management system, leveraging technology, instructor support, flexibility and characteristics, classroom engagement, and course management.

COVID-19, Distance Learning and Educational Inequality in Rural Ethiopia.

Abstract: Due to COVID-19 outbreak, schools are closed in many countries of the world. China is the first to develop a distance learning program of ‘Schools Out, But Classes On’ not to disrupt learning. Ethiopia has closed schools on 16 March 2020 after it has confirmed the first coronavirus on 13 March 2020. To avoid the disruption of learning the Ethiopian Ministry of Education has tried to develop strategies to resume classes at home. Accordingly, radio and TV education programs are designed for primary education, TV program for secondary education, and online teaching for higher education. This article aimed at exploring the educational inequality of rural students of Ethiopia using situational analysis. The findings unveil the multiple inequalities of rural students that make them in a disadvantaged position compared to urban students. The available distance learning programs homogenises students which can create educational inequality.

Social and Economic Impact of School Closure during the Outbreak of the COVID-19 Pandemic: A Quick Online Survey in the Gaza Strip.

Abstract: In response to the coronavirus disease 2019 (COVID-19) pandemic, many countries had implemented school closures by March 6, 2020. This study aimed to evaluate the social and economic impact of school closure on the students’ families. Households were surveyed using an online questionnaire interview to obtain information on adherence to, socio-economic impact by and inconveniences of school closure. The current study showed that school closures have profound economic and social consequences in the Gaza Strip. Most of the interviewed households (88.1%) were supportive of the school closure, whereas only 11.9% did not support it. Despite the restriction on attending gatherings or visiting public places, 30.5% of the school student visited relatives, 8.5% went to public places, and 3.4% went to parents’ workplaces. Overall, 25.4% of the interviewed households reported workplace absenteeism, whereas the highest percentage (74.6%) were not absenteeism from their work. The economic harms of school closures are high, where 77.9% of households reported their wage loss during the closure. The daily wage lost per household ranged from 3 to 265 ILS.

Beyond the Face-to-Face Learning: A Contextual Analysis.

Abstract: The novel coronavirus (COVID-19) pandemic has altered every aspect of life across the world. The global economy, health care systems, social life and most importantly education have all been affected. The severity of the virus forced students, educators, and all other non-essential workers to confine to their respective homes to limit the spread of the virus. Many states have enacted curfew laws, restaurants and grocery stores have established new rules and regulations, and teachers are obliged to alter their teaching pedagogy from the face physical walls of the classroom [face-to-face learning] to web-based distance learning. The resulted massive exposure towards web-based learning is well administered by institutions with previous competency while other institutions find it difficult to operate remotely. This communication briefly examines the nature of web-based learning caused by the COVID-19 global pandemic.

Factors Associated with Psychological Well-Being and Stress: A Cross-Cultural Perspective on Psychological Well-Being and Gender Differences in a Population of Teachers.

Abstract: The goal of the present study is to examine mainly the associations of contextual variables with stress and teachers’ psychological well-being across organizational cultures. The responses (N= 51,782) of a population of primary school teachers from 15 different educational cultures were analyzed. Structural equation modeling (SEM) was implemented to confirm the associations of protective factors with stress and workplace well-being at the individual unit of analysis. Following the individual-level analysis, multiple-group SEM (MGSEM) was conducted to examine whether these relations are equivalent across gender groups across cultures. Next, a series of multiple-group confirmatory factor analyses (MGCFA) were carried out to compare the factor intercepts of the dimensions of work-related stress and workplace well-being within clusters of similar organizational cultures. Results indicated that only a limited number of structural associations vary as a function of gender across all cultures at the individual unit of analysis. Mixed results were found in favor of within-cluster homogeneity of latent means. That is, some cultural clusters such as the East-Asian were displaying within-cluster heterogeneity with large latent differences in workload stress. These findings have implications for the development of mental and emotional disorders such as depression or burnout as well as for the prevention of these conditions within educational settings.

Challenges of Distance/Online and Face-to-Face Education in the New Normal: Experiences of Reggio Emilia-Inspired Early Childhood Educators in Turkey.

Abstract: The current study aimed to examine the perceptions and experiences of Reggio Emilia-inspired early childhood educators in Turkey regarding the difficulties they experienced in the New Normal. The study utilized the method of phenomenography. Data collection included an online questionnaire consisting of open-ended questions and demographic information questions. Data analysis included both the content analysis and the thematic analysis. The study involved 226 Reggio Emilia-inspired educators from different schools in Turkey. The findings showed that many of the participants were not aware of different ways to do distance education and adhered to online education only. Most of those educators, who adhered to online education, complained about difficulties and negative experiences related to online education and they thought that online/distance education is suitable for children aged 6 and up but not for younger ones. Only a few of them agreed that online education was effective in supporting children’s development and learning. On the other hand, all of them agreed that face-to-face education was effective during the pandemic. The findings of the current research also showed that some educators received both parents’ support and others’ support (e.g., own relatives, managers, colleagues) but some of them received no support at all during the pandemic.

Impact of COVID-19 Lockdown on Agriculture Education in Nepal: An Online survey

Abstract: The official announcement of COVID-19 as a global pandemic on 11 March 2020 by WHO, the world economy has abruptly declined, billions of people are in lockdown, maintaining self-isolation. In this survey, 150 respondents were selected randomly and this survey intends to highlight the impact of lockdown in agriculture Students on their education along with their response towards pros and cons. This survey shows that maximum respondent, around 52% of them found lockdown beneficial in the sense that it has helped to neutralize the gravity of viral infection and 48% of them doesn’t found it beneficial as their educational schedule has been halted. The practical education of a student is disturbed due to lockdown and now they are utilizing this period involving in online courses, training, and webinars. Many of them couldn’t have access to the internet to catch the session, thus the government should initiate policy in education through a long term perspective so that no pandemic could interfere with the educational institution in digital world.

Reshaping Assessment Practices in a Philippine Teacher Education Institution during the Coronavirus Disease 2019 Crisis.

Abstract: This case study analyzes the assessment practices in a Teacher Education Institution (TEI) in the Philippines during the Coronavirus Disease 2019 (COVID-19) crisis. The results showed that assessment practices were contextually reshaped as classes were suspended at the time when assessment evidence cannot be computed; limited internet connectivity posed logistical issues to move to online assessment; and institutional tradition of maintaining quality draws a major concern. As a consequence, changes were evident in the grading component solely focusing on student attendance; grading system shifting to descriptive binary; requirements for laboratory and research works significantly modified; and exclusion of grades earned in the current semester from the computation of grade point average. Drawing lessons from this case study, it is recommended that in reshaping assessment practices in this time, different contexts must be cogently considered, so that reasonable changes will be better understood.

Pre-Service Teachers' Probabilistic Reasoning in Constructivist Classroom.

Abstract: Several studies revealed that probability misconceptions were widespread among students, but the activities for addressing the misconceptions has been lacking. This study designed activities that reflect real life situations for addressing equiprobability bias, positive and negative recency effects, belief bias and representativeness bias for teaching probability globally. Thirty-two pre-service teachers from one intact class were purposively sampled for the study. The instruments used in the collection of data were observation and questionnaire. The study found constructivist approach of teaching with critical questions asked by the teacher to be vital in addressing misconceptions. The findings suggest that teacher educators should use the constructivist approach of teaching targeting probabilistic misconceptions in training of teachers.

Didactic Engineering for the Treatment of Variation of Functions in Pre-University Level: The Increasing and Decreasing Cases.

Abstract: This paper reports the results of the experimentation of a didactic engineering for the treatment of the sense of variation of functions with pre-university students. The theoretical references of the investigation are grounded in the theory of didactic situations and the methodological elements in the didactic engineering, the use of counterexample and the didactic strategy known as Scientific Debate in Mathematics Courses. As a result of the experiment, it was identified that the methodological resource allowed the students to develop construction processes of the concepts of increasing and decreasing functions; the dynamic context fostered intuitive ideas of increment and decrement, and intuition about the conditions involved; the debate and counterexample on the graphic and algebraic treatments allowed the establishment of the conditions that structure the formal definition of these concepts.

Undergraduates’ Utilization of Social Networking Media and Sexual Behaviours in Higher Education: A Case Study

Abstract: Background: Social media technology has provided platforms for enhanced human communication and expanded opportunities for self-expression. Despite the numerous gains, this social networking media, come with myriads of limitations; one being the tendency to be abused and/or misused, especially by young people or the young at heart. This study examined how social networking media influence the sexual behaviours of university undergraduates in Nigeria. Materials and Methods: The survey research method was adopted. A sample size of 396 students was determined using the Taro Yamane’s formula. The study was anchored on the Technological Determinism theory. Data were collected through a structured questionnaire with a reliability coefficient of 0.99 through test-retest method. Data collected were analysed using descriptive statistics with the aid of SPSS v25 software. Results: Findings showed, amongst others that, undergraduates in Nigerian universities are largely exposed to a substantial amount of sexual contents on various social media networks; and that this exposure negatively influences their psychology towards sex as manifested in the area of dating before marriage as a result of indulgence in interactive and romantic sites. Conclusion and Recommendations: The study recommends the introduction of social media education in higher institutions to help enlighten students on the responsible use of these technologies to minimize the inherent weaknesses and maximize the intrinsic values of utilising these media platforms.

Construing Professional Knowledge of Secondary School Teachers of Mathematics: A Historical Perspective.

Abstract: The purpose of this text is to map knowledge conveyed at the discipline of Methodology of Mathematical Sciences at Escola Normal Superior of Coimbra that began functioning in 1912 until 1930. Firstly, requirements for admission to the school are addressed; secondly, a description of the first year disciplines, the pedagogical practice of the second year, and the final exam is included; and thirdly, the discipline General Methodology of Mathematical Sciences in the ENS of Coimbra will be addressed through an account of its teachers and its didactical procedures.

Teachers' Views of the Implementation of STEM Approach in Secondary Schools and The Effects on Students

Abstract: STEM (Science, Technology, Engineering and Mathematics) approach is considered important by many countries and projects carried out in order to integrate into their curriculum. The widespread use of STEM is only possible if teachers have positive thoughts, knowledge and experiences about it. In this study, it is aimed to answer these research questions: “What do teachers think about the gains their students will achieve if STEM activities are implemented to their students?” and “What do they think about the implementation of STEM approach in their schools?”. This study is a case study. Participants are twenty-three mathematics, science and information and communication technologies teachers (ICT). “Activities Evaluation Form” and “STEM Training In-School Implementation Evaluation Questionnaire” were used as data collection tools. As a result of research, although teachers have hesitations about implementing STEM activities in classrooms; they think that these implementations will make a significant contribution to students about the “skills” students will acquire, the dimension of knowledge they will gain about STEM activities, and the acquisitions of students regarding the learning process.

Perceptions of Environmental Science and Management Students on Synchronous Online Teaching of Environmental Policies: Learning Experience from Southeast Asian Cohort

Abstract: Understanding global environmental policies addresses the aim of educating individuals to become environmentally literate on pertinent issues related to sustainable development. Online classes were established recently in most public universities in Vietnam to address the educational backlash brought by the COVID-19 pandemic crisis. This case study was conducted to serve as baseline information on the effectiveness of using online platforms to teach environmental policies among undergraduate Environmental Science and Management students. The qualitative-quantitative responses elicited from semi-structured interviews, online classroom observation, and survey of 11 Filipino and 8 Vietnamese students have confirmed the role of learner-instructor, learner-learner, and learner-content interactions in creating an impactful online experience from students usually stereotyped as passive learners. In spite of some technical and physical challenges identified in this study, utilizing online platforms have positively helped undergraduate students to raise their personal environmental knowledge related to many global environmental policies and environmental consciousness towards building a more sustainable future. Hence, synchronous online learning is a pedagogy that can be adapted by most Vietnamese educators.

Effect of Remediation Activities on Grade 5 Pupils’ Academic Performance in Technology and Livelihood Education (TLE)

Abstract: This study assesses the effectiveness of remediation activities of Grade 5 pupil’s academic performance in the subject Technology and Livelihood Education (TLE). The study used an experimental pretest-posttest design. We chose two schools in the experiment and each school has a class with 50 pupils each. We assigned one school as the independent group and the other one was the experimental group. The researchers worked with the respective teachers in TLE to determine the level of academic performance of the students. First, we administered a pretest during their first grading period. The results for both schools were not impressive, prompting the researchers to advise remediation activities to the experimental group. We advised the independent group to do the usual learning methods. After the intervention, the researcher performed another set of assessment using the results of the second grading period performance. The researchers used a paired t-test to check for significant differences in the scores of the groups. The study found that there is a significant difference in the scores of the pupils after the remediation intervention. Therefore, the researchers concluded that remediation activities can affect the academic performance of the students.

Improving Secondary School Students’ Attitude towards Geography through Physical and Virtual Laboratories in North Central Nigeria

Abstract: This study investigated the effects of Physical and Virtual Laboratories on the Attitude of secondary school students’ attitude towards learning Geography in North Central Nigeria. The study adopted a quasi-experimental research design. The sample size of the research consisted of 768 students from 12 secondary schools in North Central zone of Nigeria. Four secondary schools from each of the three sampled states in the zone were purposively chosen and randomly assigned to research groups: experimental group I (Physical Laboratory), experimental group II (Virtual Laboratory) and control group (Lecture Method). A 20 – item research instrument titled Questionnaire on Attitude of Students towards Geography (QASG) was used for data collection in this study. Cronbach alpha’s formula was employed to ascertain the reliability coefficient of QATG and it yielded 0.70. The data collected were analysed using descriptive statistics of Mean and Standard Deviation and inferential statistics of Analysis of Variance (ANOVA). The null hypotheses were tested at 0.05 level of significance. The results of the study revealed that physical and virtual laboratories enhanced secondary school students’ attitude towards geography better than lecture method and it was therefore recommended that these laboratories should be embraced as teaching strategies for teaching geography concepts in secondary schools in order to improve students’ attitude towards the subject.

Knowledge to Teach and Knowledge for Teaching in Teacher Education Research

Abstract: The article aims to present an excerpt from the research that investigates knowledge to teach arithmetic in practical classes in teacher training courses. More precisely, we are looking for traces of prescriptions of practices at a knowledge systematization level that we seek to objectify in a set of articles from the journal A Eschola Publica (1893-1894 and 1896-1897), which later became the book A Eschola Publica: ensaio de Pedagogia Pratica, published in 1895 by Typographia Paulista. In the late 19th century and early 20th century, Normal Schools in Brazil had attached to them, what was called a Model School, which was designed to disseminate teaching practices aligned with the renewal of the pedagogical methods and constituted the training model for teachers who taught mathematics in early childhood education. In theoretical and methodological terms, this research is based on Certeau’s writing of the history (2010) and Chartier’s cultural history (1990), considering Chervel’s history of the disciplines (1990) and Julia’ school environment (2001). The analysis is based on the studies of the Swiss Research Group on Social History of Education (ERHISE), which focused on socio-historical research on teacher education. For Hofstetter & Valente (2017), the objectified knowledge is that which is given to us as natural and necessary, usually imposed by a group that starts to say the same thing, establishing a consensus. The analysis of two articles from A Eschola Publica shows that knowledge for teaching is structured and incorporates the current pedagogical vacancies in articulation with the knowledge to teach.

The Methodology of Mathematics and the Emergence of a Proto-Discipline

Abstract: A key issue in the institutionalisation of Mathematics’ Education and in the professionalisation of teachers educators consists in characterizing the type of knowledge involved in the formation of primary school teachers of mathematics (Valente, 2017). The aim of this article is to explain how “knowledge to teach” and “knowledge for teaching” have been historically present in the institutions devoted to the training of teachers in Spain since the formation of the Escuelas Normales (teacher training colleges), from the beginning of the second third of the 19th century until their incorporation into the university system. Likewise, this work looks into the institutional conditions and other restrictions that operated over the mathematics studied in such institutions. Moreover, the disciplines’ consolidation is related to the institutionalisation of knowledge. In this article it is explained how the subject Metodologia de las Matematicas (Methodology of Mathematics), which appeared in the curriculum for primary school teachers during the Second Spanish Republic (1931-1936), reached what could be described as a proto-disciplinary status. Finally, the historical background that made this possible is detailed together with the circumstances that led to the interruption of the process.

Guidelines on the Use of Teaching Materials for Teaching Fractions in the Brazilian Primary Course (1930-1970)

Abstract: The present study, conducted from the perspective of cultural history (Certeau, 1982; Chartier, 1990; Chervel, 1990; Julia 2001)), aims to investigate guidelines for the use of teaching materials to teach fractions in the primary school, present in pedagogical manuals of the period from 1930 to 1970. The research is based in references such as Hofstetter and Schneuwly (2017) - professional knowledge; Valente (2016, 2019) - history of mathematical education; Carrillo Gallego and Sanchez Jimenez (2012) - teaching materials. The analysis of these references revealed that the authors of the selected manuals, Campos (1933), Albuquerque (1958), and Porto (1967, 1968), excelled in working with professional knowledge to teach fractions, when using didactic materials before reaching abstraction. When providing guidelines for the use of teaching materials for the teaching of fractions, in tune with the principles of the New Renovated School, the examined manuals make use of training and teaching knowledge linked to children interests and understanding. Thus, the research concluded that in this sense, the analyses show that the transformation of knowledge to teach fractions occurs when the use of manipulative didactic materials decreases and the use of graphs, diagrams, equivalence tables arises from Scientific Pedagogy, in the field of Psychology, in the field of Psychology Experimental, as indicated by the pedagogical manuals of Irene de Albuquerque and Rizza de Araujo Porto.

School Improvement and Contextual Factors: A Qualitative Case Study on Educators' Perceptions and Experiences.

Abstract: The present study focuses on the exploration of the perceptions and experiences of school administrators (principals and vice-principals) and teachers regarding school improvement and influencing contextual factors. Designed as case study research, this study utilized data gathered from school principals, vice-principals, and teachers from various school levels in the fall semester of 2019-2020 academic year. The researcher collected data in a graduate-level course offered in a master’s program without a thesis at a large state university in Southeastern Turkey through course assignments. Delving into school improvement perceptions and experiences from the eyes of three different groups of practitioners offered significant insights into contextual factors, namely hindrances to and enablers of school improvement, along with the steps to be taken at the praxis level and certain external factors. The results of the research might indicate that both issues related to the human side of school improvement such as the behaviors, practices, and attitudes of school staff, students and parents and the structural side like physical characteristics, budget, education system, and socioeconomic status of school environment have impacts on school improvement. These factors are likely to govern school improvement efforts and outcomes.

Investigation into the Utilization of ICT Facilities for Teaching Purposes among University Lecturers: Influence of Gender, Age, Qualification and Years of Teaching Experience.

Abstract: This study investigates lecturers’ level of utilization of ICT facilities for teaching purposes in Nigerian universities. A descriptive survey design was adopted for the study. And a questionnaire with a reliability of 0.907 was used for data collection. Data was collected at the Abubakar Tafawa Balewa University, Bauchi from a sample of 433 lecturers out of a population of 928. The results show that lecturers have the knowledge of using ICT facilities in teaching, however, they rarely use them in teaching. It was also found that lecturers’ age and years of teaching experiences were significant factors influencing the level of ICT utilization in teaching. However, no significant difference was found due to gender and educational qualification. It was recommended among others that there should be regular sensitization programmes on the importance of using ICT facilities as it promotes students’ learning and enhance their academic achievement.

Some Reflections on the philosophy of Mathematics Education: A Denunciation of the Time and Content Arguments

Abstract: Of all the arguments directed against presenting mathematical topics within a cultural and historical context, the most serious ones are those that we will refer to as the time and the content arguments. In this paper, after briefly describing these stances, we will endeavor to evaluate and refute their rationales using a social constructivist line of reasoning. To this end, we will first discuss the basic tenets of radical and social constructivism and then, through some simple concrete examples, show how social constructivism organically heralds the pedagogical methodology that imparts mathematical concepts in conjunction with their historical and cultural contexts.

Teacher Training and Historical Studies on Professional Knowledge: Mathematics to Teach and Mathematics for Teaching.

Abstract: This text aims to present new research perspectives on teacher training. In particular, it is dedicated to analyzing the training of teachers who teach mathematics from a historical perspective. To this end, it uses the concepts of mathematics to teach and mathematics for teaching, indicating research results, characterizing the professional knowledge of the teacher who teaches mathematics and explaining some elements that constitute this knowledge.

History for the Teaching of Mathematics: Transformation and Mobilization of Mathematical Knowledge for School.

Abstract: This article aims to discuss processes of transformation and mobilization of knowledge related to the history of Mathematics as a teaching approach for mathematics at the Basic Education level. The core of the discussion is to highlight ways to explore this theme and point out guidelines to integrate information related the historical development of mathematics and its didactic uses in the classroom, associated with the rigor and naturalness appropriate to the treatment of the mathematical content stipulated in school curricula. In this sense, I highlight some possibilities of offering mathematics teachers in Basic Education and undergraduate courses didactic guidelines that contribute to their teaching practice. I also indicate central aspects to be focused on when inserting the historical dimension in mathematics classes as a thematic and material presentation, a conceptual development built from the exploration of primary or secondary sources in the form of didactic activities that can be used by the teacher to introduce, illustrate, or deepen a concept that is to be taught.

Knowledge of “Pre mathematics” in Times of the Modern Mathematics Movement (1960-1980)

Abstract: Through the historical analysis of Dienes’ works and through the suggestions of activities, the objective of this text is to understand the movement of systematization of knowledge for teaching and to teach classification, ranking, and ordination through the use of logical blocks during the Modern Mathematics Movement (1960-1980), a time of transformations in the structure and teachings of mathematics characterized by the circulation of educational experiences, which recommended the use of logical blocks as facilitators in the materialization of abstract ideas. To assist in this study, we bring references mobilized in works from the Research Team in the History of Educational Sciences (ERHISE), from the University of Geneva, Switzerland. Such references seek to historically understand the professional knowledge of teaching, objectified in legislation, programs, curriculum, decrees, among others with regard to the knowledge to teach and for teaching. The study suggests that one of the objectified knowledges in Brazilian programs, is the way to approach the logical-mathematical structures in a concrete way, that is, with the use of logical blocks to build and materialize knowledge referring to the logical structures of classification, ranking and ordination.

Theoretical-Methodological Approach of Research on the Production of New Mathematical Knowledge by Education Experts.

Abstract: This paper aims at making theoretical-methodological contributions to investigations that analyze the production and systematization of knowledge about teacher training and teaching by experts in education. To do so, we consider studies in the fields of History of Education and History of Mathematics Education. Our research work is justified, in the historiographical field, through the nature of the knowledge we intend to analyze, that is, the knowledge systematized by experts in regulations, decrees, teaching manuals, textbooks, school notebooks, etc. The study of such knowledge is interested in 1) enabling the understanding of the processes and dynamics of the constitution of knowledge in training and in teaching from a historical perspective; and in 2) highlight on the education expert`s role in the production process of such knowledge, which are considered here as “mathematics to teach” and “mathematics for teaching”, which are, respectively, a teacher’s object of work and working tools. Our investigation supports the hypothesis that “the different types of mathematics” change over time, and that education experts are the bringers of such change.

Exploring Communicative Skills as Workforce for Dynamic Entrepreneurship

Abstract: Acquisition of skills and its continual development may be considered as a defining element for the growth story of India, where we need to explore its integration with education. If we look back at the conventional model of education, we find that the success of those students totally depends on, what we don’t see are the countless hours they consumed behind the divisions, improving their expertise, and edifying their skills. Today’s Indian workforce is massively talented and adaptable. It focuses not only on economic, infrastructure and technical development but also tend to lead the nation towards industrial development, giving a global recognition in Indian Industry. The present paper explores how the institution, employer, and government need to collaborate to make sure that the employability skill honed by the graduates of higher learning institutions match with the needs of the industry and its job requirements. The study aims to consider the place of skills in the universities to draw a suggested framework with an initiative that may be introduced to promote such skills for dynamic entrepreneurship.

Algebraic Thinking among Primary Pupils: A Boost for Interest in Mathematics

Abstract: This study was to help Primary pupils, specifically Basic five (5) pupils to improve their participation and interest in mathematics by promoting their thinking in algebra. It was also to develop the algebraic thinking abilities to promote active learning of Mathematics. Pre-intervention, Post-intervention tests and questionnaire were used in assessing the algebraic thinking abilities of the pupils. The entire class consisting of fifteen pupils was used as the population for the study. Another class of seventy eight pupils was used as a control. It was realised that the pupils performed poorly but for the intervention of Active Learning geared towards Cognitive Reasoning. The pupils though had a low level in developmental thinking with regard to solving algebraic problems and a dread for school because of Mathematics, later proved worthy of increasing their level of algebraic thinking. A new impetus was developed by the pupils as a result of the ability to tackle algebraic problems. This study suggests that Practical Active Learning geared towards Cognitive Reasoning should be used in fostering the algebraic thinking of primary pupils. It also suggests that pupils should be allowed to solve word problems the way they understand the problems by demonstrating with daily life activities and that teachers should keep on motivating pupils to enable them develop interest for Mathematics.