EDMA241 Mathematics Education


A variety of people have their own views about what makes a good teacher of mathematics.

Parents, pupils, mathematics teachers, schools, government, and parents all have a natural way of commenting on the skills and teaching methods of teachers.

Through its strict regulation regarding training programmes (Department for Education and Employment, 1998; Welsh Of), the voice of government is perhaps the most powerful in England and Wales.

ce, 1998) and inspection of schools.

Mathematics educators are heard through polemic (Burton 1991) and research (Simon & Schifter 1991).

While parents and students are often heard on the school grounds and at school gates, there is little formal research.

This paper examines information sent to students in the basic grades.

This material contains information about the attributes sought by the school through job descriptions, person specifications and general descriptive text.

If schools intend to appoint a great teacher (even though there are many recruitment issues in many areas), the material should reflect what they value in a mathematics instructor.

This research is about state-funded secondary schools across England and Wales, who were searching for a basic teacher in 2000.

This position would be open to those who have recently completed their qualifications.

The material was collected from 80 schools.

All of the schools except one were located in England.

The Times Educational Supplement, a weekly UK newspaper, advertises the majority of teaching jobs.

An advertisement for the appropriate position was made and details were requested using a pseudonym as well as a private email address.

No matter if the request was made, a self-addressed, pre-paid envelope arrived.

To ensure that the information received was exactly the same as what is produced, rather than producing a modified version for university-based researchers, it was decided to collect this information covertly.

Relf (1999) collected material from 50 schools between 1992/3 and 1995/6.

This material was for referees. Although it contained similar material to this research, it predates the new Initial Teacher Training regulations (ITT), the Career Entry Pro?

le (CEP). (Teacher Training Agency TTA, 2001). and the stricter inspection of schools.

Sorting the material revealed specific information.

The information was sorted to find out specific details about the teacher being sought.

A lot of schools had general information that was intended for potential pupils. These included details of buildings and facilities, the management structure, extra-curricular activities and other information.

The material was first read multiple times until it became clear what the main themes and categories were.

These categories were then used to code each school’s materials. As needed, additional categories were added.

In cases where the interpretation of the content was unclear, the deputy head teacher was also a math teacher.


It is fascinating to learn mathematics, which can also be used as a subject in other subjects.

Mathematics is a complex subject with many myths, particularly for those who are not familiar with the subject.

While it may seem difficult for those who love the subject, it can be very interesting and easy to grasp (Bradley & Corwyn 2016).

It is more practical, and requires the most practice to become familiar with the concepts. This requires in-depth learning and practicing the problems in mathematics.

Mathematics curriculum is designed in such a way that all concepts depend on each other.

The curriculum draws heavily on each other so that learners can understand the core concepts of every topic. (Mazzocco 2016).

Teachers should help students learn the finer concepts and elementary topics. This will allow them to build a foundation for their learning.

To make mathematics accessible and understandable for all, it should be integrated into daily life.

Although maths and numeracy are often viewed as one and the exact same, they can be easily distinguished.

It is the ability to apply maths in everyday life. This includes following a recipe, solving real life problems and even reading the bus schedule.

Maths, on the other side, is described as equations that can also be used in daily activities, such as quadratic equations, calculus or statistical analysis (Laracy Hojnoski, Dever, 2016).

Numeracy can be used in place of mathematics, but it is not the same as mathematics.

The latter is spiritual and abstract, and provides ultimate truths regarding the relationship between ideal objects.

The first is more concrete and relevant and can provide solutions for real life problems.

While math requires students think beyond their context, numeracy can be applied in real-life contexts.

It is essential to realize that math and numeracy can be learned from the very beginning of a child’s life.

The ability to access effective maths and numeracy ideas relevant to their current lives is available to children between the ages of five and ten.

This is why it is so important for children to master these skills as it prepares them well for the future.

According to the old saying, success in life is determined by one’s ability to solve problems.

Children have classes in school that help them learn & think logically and practice the application thereof.

The students will learn how to solve a mathematical problem, what to do next and how to evaluate the results.

Children aged 5-10 years old can use maths in the real world to help them solve problems.

Pizza is one way to learn Rational Numbers.

(Cohrssen & Church 2017) One pizza.

This pizza can also be cut in half.

There will be two halves.

The pizza can be cut in quarters to make four slices.

This leads to the big question: what is the quantity that when multiplied with 4 yields a whole pizza that is 1/4?

Similar to the above, what quantity is needed to make a half-sized pizza when multiplied 2?

You can make a pizza with 120 friends.

It would also work the other way around if two pizzas are shared among 15 friends.

This teaches students that rational numbers can be divided into two integers.

A dividend and divisor (a/b=c where;c = quotient).

As a teacher, it is my responsibility to ensure that students are proficient in mathematics according to the curriculum.

You need to explain different concepts in mathematics in a structured and ordered manner to assist the learner with understanding and finding the connections between ideas.

The creativity that lies at the heart mathematics is represented in mathematics and learning environment.

The class room environment is a great learning environment for children. It acts as a third teacher.

These learning environments will help children see mathematics as a practical and useful subject.

Pre-primary schools should have a wide range of support material to make mathematics more interesting.

Here are some materials to help with mathematics learning:

Use board games to learn addition and subtraction.

Connect four and snakes & ladders are two games that will support social teaching and mathematics learning (Lee & Pant 2017).

Children can use cards to help them understand how numbers are represented.

To depict different sizes of objects, you can use strings, ribbons and rulers as well as balls of various sizes.

Short, tall, tall, big and small, understating the colors, etc.

Children can use number puzzles to fill in the missing numbers.

This will encourage problem solving skills in students

Children can choose from a variety of blocks games and building material blocks.

These blocks will be used by students to construct complex structures of different sizes and shapes.

To build buildings and other creative shapes, you can use recycled materials such as sharpener wastes, waste paper, egg shells tubes, lids, lids, cartons, etc.

This type of activity will allow young mathematicians to learn new ways to solve problems.

Maths is no longer viewed as a subject, but rather as an essential component of future success.

Numerous educators are trying to reformulate the mathematics strategies in order to ensure that the students acquire these skills in an efficient manner.

Mathematics is considered a subject that considers the many aspects of daily life (Fung and co., 2017).

Mathematics has been described as a subject that shows how different subjects will be integrated. Today’s knowledge does not just include what students know, but also what they are able to do with it.

Maths is no longer viewed as a subject, but rather as an essential component of future success.

Numerous educators are working to reformulate mathematics strategies in order to ensure students have the skills they need.

Mathematics is seen as a subject that considers all aspects of life (Bjorklund & Ahlskog Bjorkman, 2017).

Mathematicians are able to integrate other subjects with mathematics.

Today’s knowledge does not just refer to what students know; it also includes what they can do with that knowledge.

ICT can be defined as anything that provides information for communicating with others.

ICT was used in the past to refer to hardware, software, games, toys, and video cameras.

ICT is essential in early childhood education for three reasons.

Here are some examples:

ICT is a tool that integrates different technologies and helps to improve the overall education system.

ICT integration will enable you to create curriculum and various education policies.

ICT opens up new possibilities and strengthens early childhood.

ICT can have an impact on the environment and surrounding the young child’s learning phase.

Reflection question 8:

Early childhood math skills are used by children.

They will be ready to start school if they have these skills.

The later stages of elementary school would require early mathematical skills such as recognizing numeric and depth knowledge of shapes, size, color, and identifying more (Guthormsen Fisher Bassok, Osterhout. DeWolf & Holyoak 2016, 2016).

Here are some examples of young mathematicians:

Play with the children stacking blocks.

To illustrate, the kid could place two square blocks on top of one another and then a triangle at the top.

It will be impossible for the child to put any other block on it.

The parent can then help their child by explaining to them that she can remove the triangle block and use a square-shaped block. (Feldman 2016).

A counting book is another way to encourage a child to become a mathematician.

The parent should read the counting book to the child and encourage them to speak it aloud.

The parent may recite the counting (e.g.

4, 5, 6, “What comes next?”

This type of game will help the child remember the counting.

If the child has a good grasping ability, you can make the game more challenging by increasing the number of numbers from 10 to 100 (Felton Koestler Sutherland & Tracy 2016).

Consider the measurement misconceptions experienced by primary students.

Show examples of how you can overcome measurement misconceptions

Children can use number puzzles to help them fill in the missing numbers.

This will encourage problem solving skills in students.

Children can choose from a variety of building materials and blocks, including blocks for games or as building material.

Students can use them to construct complex structures in different sizes and shapes. (Cankaya & LeFevre 2016, 2016).

Recycled materials, such as waste paper and sharpener waste, can be used to make buildings or other creative forms.

This type of activity will help develop young mathematicians.

These skills are essential for a student to succeed in the 21st century.

Education authorities strive to ensure that students achieve the highest degree of mastery.

The main subject of the curriculum shall be mathematics.

The primary level teaches students pre numeracy skills and matching the column, sorting, comparing, and sorting (Jurdak 2016).

Students would be introduced to the Foundation of mathematics and other concepts at the P1 Level.

The primary goal of the Primary level is to inculcate students an analytical attitude, metacognition and processes & concepts to solve mathematical problems.

It can be used to demonstrate the numeracy operation’s role in number counting.

It is essential that learning aids are appropriate to the focus of a mathematics lesson be enjoyable.

Teachers are required to teach according to ethical standards and to help all students, weak, average, and well-performing.

The lesson should not discriminate in any way.

It should not be discriminatory in any way.

Teachers should help students apply the concepts. If possible, teachers should arrange field trips that relate to the subjects being covered in class.

Teachers must help students understand the concepts and provide support for elementary topics. This will ensure that the learner has a solid foundation.

It is important to integrate mathematics into daily life to make it accessible to all, if possible, for future reference (Clements Fuson and Sarama, 2017).

Delivery of the content should follow the guidelines and strategies for passing the exams.


A tangible and serious game approach for science, technology engineering, mathematics (STEM), education.

Handbook of Digital Games and Entertainment Technologies (pp.

Home Life and the Development Of Mathematics Competence: Implications of the HOME Inventory Research.

Early Childhood Mathematics Skills Development in the Home Environment (pp.

Springer International Publishing.

Cross-Cultural comparisons reveal what we can learn about how to foster young children’s mathematical skills in the home numeracy environment.

Early Childhood Mathematics Skill Development: The Home Environment (pp.

Springer International Publishing.

A response to Common Core criticisms: The research-based equilibrium in early childhood mathematics.

Early Childhood Research Quarterly, 40. 150-162.

Mathematics Knowledge in Early Childhood: Intentional Teaching in the Third Turn.

Teaching thematic work in early childhood: teachers’ integrations of math and art.

International Journal of Early Years Education. 25(2): 98–111.

Direct Instruction in Problem Based Learning Environments: A Multiple-Case Study to Examine How Mathematics Teachers’ Pedagogical Beliefs Influence Learning (Doctoral dissertation), Northcentral University.

Helping prospective teachers use mathematics to understand the world.

Special Issue Mathematics Education: Through The Lens of Social Justice.

An indicator study of the relationships between teachers’ backgrounds, subject knowledge, and teaching efficacy and student achievement in primary school mathematics in Hong Kong.

International Journal of Educational Research 81, 120-130

Conceptual integration of real-world knowledge and arithmetic operations: Evidence from event related potentials.

On Recognizing Transparent Items in Domestic Environments using Fusion of Multiple Sensor Modalities.

The UK’s primary school children experience mental arithmetic performance as well as physiological reactivity.

Learning and Individual Differences

Learning Real-World Problem Solving for School Mathematics: A Multiple-Perspective Framework.

Learning and Teaching Real World Problem Solving for School Mathematics (pp.

Springer International Publishing.

Analyzing Receiver Operating Characteristic Curve Analysis to Assess the Classification Accuracy Of Early Numeracy Curriculum-Based Measures.

Assessment for Effective Intervention 41(3), 172-183.

Analyses of children’s mathematics proficiency from ECLSK 1998 and 2010. Why early mathematics?

Contemporary Issues In Early Childhood, 18(1): 99-103.

Mathematics Awareness Month: Why Pediatricians Should Be Aware of Mathematics & Numeracy?

Journal of Developmental & Behavioral Pediatrics. 37(3), 252-253.

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