The authentic activities and mathematical modelling processes for preparatory school pupils

Bu arastirma, proje yaklasiminadayali egitimin anasinifina devam eden cocuklarin okul olgunluguna etkisiniincelemek amaciyla yapilmistir. Arastirmanin evrenini, 2008-2009 egitim-ogretim yilinda Ankara iliKazan ilcesinde bulunan Milli Egitim Bakanligi’na bagli ilkogretim okullarininanasiniflarina devam eden alti yas grubu cocuklari olusturmaktadir. Arastirmaninorneklemi, Ankara ili Kazan ilcesinde Milli Egitim Bakanligi’na bagli TahsinSahinkaya Ilkogretim Okulu’ndan 21 ve Sahin Ilkogretim Okulundan 21 cocuk olmakuzere toplam 42 cocuktan olusmustur. Arastirmada, proje yaklasimina dayaliegitim programinin cocuklarin okul olgunluguna olan etkisini belirlemekamaciyla on test, son test ve kalicilik testi kontrol gruplu deneysel desenkullanilmistir. Arastirmada, cocuk ve ailesi hakkinda bazi bilgileri elde etmekamaciyla “Genel Bilgi Formu” cocuklarin okul olgunlugu duzeylerinidegerlendirmek amaciyla “MetropolitanHazir Bulunusluk Testi 6. Versiyonu” kullanilmistir. Proje yaklasimina dayaliegitim programi altihafta sureyle haftada bes gun olacak sekilde uygulanmistir. Arastirma sonucunda; deney ve kontrol grubundaki cocuklarin, Okumaya HazirlikBecerisi, Hikaye Anlama, Matematik Becerileri boyutlari ve toplam okulolgunlugu acisindan on test puan ortalamalari arasinda anlamli farklilikolmadigi belirlenirken son test puanlari arasinda anlamli bir farklilikoldugu saptanmistir. Deney grubundaki cocuklarin Okumaya Hazirlik Becerisi boyutunun Gorsel Ayirt Etme alt boyutu ve toplam okul olgunlugu sontest ve kalicilik testi puan ortalamalari arasinda anlamli bir farklilikoldugu, Okumaya Hazirlik Becerisiboyutunun Baslangic Seslerini Ayirt Etme, SesHarf Iliskisi alt boyutlari ile Hikaye Anlama ve Matematik Becerileri boyutununson test ve kalicilik testi puanlari ortalamalari arasinda anlamli birfarklilik olmadigi saptanmistir. Deney grubundaki kiz ve erkek cocuklarin Okumaya Hazirlik Becerisi, HikayeAnlama, Matematik Becerileri boyutlari ve toplam okul olgunlugu puanlari arasindakifarkin anlamli olmadigi belirlenmistir.Abstract This study was carried out in order to investigate the effect of an education program based on project approach on preschool children’s school readiness. The study population was composed of 6-year old preschool children of primary schools affiliated to the Ministry of National Education in Kazan province of Ankara within 2008-2009 academic year. The study sample consisted of 21 children from Tahsin Sahinkaya Primary School and 21 children from Sahin Primary School, where both of the schools are affiliated to the Ministry of Education in Kazan province of Ankara, resulting in a total of 42 children. With the purpose of determining the effect of the education program based on project approach onto preschool children’s school readiness, a pretest-posttest control group experimental design with a durability test was used in the study. In order to obtain some background information about children and their families, ‘General Information Form’ was used, and to evaluate children’s levels of school readiness, ‘Metropolitan Readiness Test 6th Version’ was utilized. The education program based on project approach was applied for six weeks and five days in a week. As a result of the study, it was found that there was no significant difference between the pretest score means of children in experimental and the prestest score means of children in control group in terms of Reading Readiness Skill, Story Comprehension, Math Skills, and total School Readiness dimension. On the other hand, it was observed that the difference between posttest scores. It was found that there was a significant difference between posttest and durability test means of Visual Recognition subscale of Reading Readiness Skill dimension and total School Readiness dimension for children in experimental group, whereas no significant difference was determined between the means of posttest and durability test scores of Recognition of Initial Sounds and Sound-Letter Relationship subscales of Reading Readiness Skill dimension and Story Comprehension, and Math Skills dimensions. It was found that the discrepancy between achievement scores of girls and boys in experimental group in terms of Reading Readiness Skill, Story Comprehension, Math Skills dimensions and total School Readiness was not significant.

According to research, preschool physical environments (PPE) that promote outdoor play have a positive impact on children’s overall wellbeing, as well as their total developmental competence and academic learning, which then directly affects their school readiness prior to entering primary school. This study analyses the causative impacts of outdoor play on preschoolers’ school readiness for primary school in Klang Valley, Malaysia. Additionally, we attempted to extend a prior research conceptual model on outdoor play in studying the link between PPE and preschoolers’ school readiness. From June to August 2022, 84 private preschool operators from the Klang Valley took part in the survey to offer their viewpoints; however, only 72 completed questionnaires could be used for PLS-SEM analysis using SmartPLS 4. It has been discovered that outdoor play does, in fact, have a favorable, considerable impact on academic learning and school readiness. Other findings offer more proof of the causal links between outdoor play and children’s development. Important stakeholders, such as preschool providers, preschool designers, preschool educators, as well as parents, should make sure that appropriate outdoor play yards are provided in preschools for children’s full development and academic learning, as well as for preschoolers’ readiness for school.

In this study, we propose mathematical modeling activities as an activity to develop group creativity, and present a lesson design process and its results corresponding to the preliminary design and teaching experiment stage of a development study. The details are as follows. First, through the theoretical review, the meaning of group creativity, the development process of group creativity, and the factors influencing the development were identified. Next, we present the model of the group creativity development process. Second, through the analysis of previous research, we confirmed the possibility of group creativity in mathematical modeling, and the positive effect of group creativity on mathematical modeling. Based on these discussions, we developed the mathematical modeling task, the teaching and learning process plan, and the student's worksheets. In this sense, it is noted that through the evaluation of the experts and the teaching experiment, the validity and the applicability of the contents were improved. As a result, we designed a mathematical modeling instruction for group creativity.

Almost all 3‐ and 4‐year‐olds in Scotland now experience some form of pre‐school provision prior to school entry. Given such high rates of participation, the impact of pre‐school experiences on children's readiness for primary school has become an important issue for those involved in the early stages of compulsory schooling. Teachers in early years classes need to be aware of the experiences and achievements of individual children in their pre‐school setting to enable each child to transfer into mainstream education with the least amount of disruption to their learning. This study was carried out in one small Scottish local authority and explored the perceptions of early years teachers, from a diverse range of primary schools, of what information is important for them as children start school. This article presents the perspectives of Primary 1 teachers on children's readiness for schooling. It reports the factors, which these teachers identified as having an impact on successful transition from the pre‐school setting into the primary school.

School readiness can be used as a key target to support children’s social, emotional, language, and a wide range of communication skills, particularly to promote equity for children in a democratic society. This is especially important for Portuguese children attending early years foundation settings, as considering “school readiness” creates a much broader educational base for school subjects to subsequently build upon and, in particular, nurturing early years foundation stage Portuguese children’s literacy development in English, the privileged language of international communication. However, little is known about how the English language can be best taught at such young ages, as well as the unique outcomes from such an early exposure, at least in the Portuguese context. Language play has been argued to be a “universal” feature common to all human beings, regardless of their age. This study set out to prepare young preschool children with an English language background for the primary school years. As such, this study examined the impact of exposing children to classroom-based storybook reading sessions and original cartoon-based created materials, hence creating a print-referencing-style environment carried out during an academic year. The impacts on preschoolers’ early literacy development were examined, focusing specifically on the domain of print knowledge. The study reported here set out to determine to what extent a play-based, cross-curricular pedagogic programme for learning English, fastened in CLIL principles (English across the curriculum), could be effective in promoting early literacy development within an early years setting in Portugal, thus preparing children for the formal years of primary school to come. Fifteen native Portuguese preschool children (3–5 years old) were the focus of this study. Their engagement in English lessons was investigated through audio recordings of peer and group conversations. Cross-reference content analyses were carried out separately, with audio recordings of lessons and researcher’s field notes as part of triangulation of the data.

In the present project of the BiKS-3-18 ‘Educational Processes, Competence Development, and Formation of Educational Decisions in Preschool and School Age’ longitudinal study, quantitative and qualitative methods were used to study the transition from preschool settings to primary school. The focus was on the ideas about school readiness among parents, preschool teachers, and primary school teachers, on parents’ school entry decisions, and on cooperation between preschools and primary schools. The results show that parents, preschool teachers, and primary school teachers have similar ideas about school readiness, with some variance between the groups of respondents regarding the importance of the various criteria. Parents’ school entry decisions are based on criteria that vary in prominence depending on the time of school entry. Moreover, parents with a migration background tend to oppose delayed school entry. Furthermore, the results show that children enrolled early have lower skills than their classmates in the first year of school. Children enrolled late are consistently considered to have better skills than their classmates. Most parents are satisfied with their school entry decision. Cooperation between preschools and primary schools mainly takes place at a low level.

In developing countries, most cities suffer from numerous problems associated with the processes of their urban management and development. These problems have a great influence on the environmental performance of those cities. Egyptian cities are no exception to such cities. Recently, Egypt has been undergoing rapid urbanization and industrialization. It is claimed that there have been various undesired effects on the environment resulting from these development processes. In fact, it could be said that development processes, as a result of national policy over the past 3 decades, are associated with a wide range of problems and impacts on the environment. In this respect, sustainability has been the most trending issue in developing urban communities all over the world. Great efforts have been made through sustainable urban design to enhance the quality of life. Furthermore, it is advocated that to make these communities sustainable, a comprehensive management of their systems is essential. This research advocates that green mechanisms within urban management in Egypt would offer appropriate solutions for their problems. This research casts light on one of the recent green urban management evaluation mechanisms. The African Green City Index is adopted in this research to examine the environmental performance of three new cities in Egypt, and the commitment made to reducing the environmental impact associated with their urban development. The research concludes with the identification of green policy proposals for improving the selected cities' environmental performance and urban management. These proposals could be considered as initiatives and guidelines for other Egyptian cities and could pave the way for identifying appropriate policies for enhancing the quality of green city urban systems within the Egyptian context.

The article systematizes the subject area of the research on the continuity between preschool and primary education. It substantiates the importance of studying its basic issues, taking into account the personality oriented model of the educational process, which supports the need of a child to be a subject of their life. Emphasis is placed on the differentiation of the concepts «readiness for schooling» and «readiness for school». Accordingly, the content of the concepts «preschool maturity» and «school maturity» has been analyzed and the conceptual groups that represent those notions are identified. It is stated that preschool maturity presents the psychological portrait of the child of the senior preschool age, which collectively represents the indicators of learning, and the competencies acquired during different children activities. The author of the article justifies the concept «school maturity» in relation to the child’s readiness for school, which means, on the one hand, the ability to learn, to be proactive, independent, and, on the other hand, the readiness to realize own resources and personal potential. The application of a holistic approach made it possible to consider readiness for school in developmental, social, cultural, educational and environmental aspects. Basic ideas, singled out by the author, will help teachers thoroughly comprehend the possibilities of optimizing the educational situation of a child in transition from preschool to primary school age. They concern the content of school readiness to organize cooperation with a six-year-old child, the priority tasks of primary school in the context of continuity of preschool and primary education and a child-centeredness, and conditions for ensuring the quality of education in the transition of a child from preschool to primary school. Keywords: continuity, readiness for schooling, readiness for school, preschool and school maturity, educability, learnability, idea, holistic approach.

School readiness is an important but challenging issue of child development, especially during COVID-19 when most of the traditional offline activities that could promote school readiness (e.g., on-site visit) have been canceled. There is a gap between the knowledge needed to promote children’s school readiness in times of pandemic and the limited understanding of this topic so far. This gap could be particularly concerning in the social contexts where examinations are stressed and educational competition is high (e.g., Hong Kong). In this study, we examined how well children were ready for primary school, the extent to which parent perceived social support was related to children’s school readiness, and whether parent competence and their time spent with children would moderate the said link. A cross-sectional design survey with total population sampling (supplemented with convenience sampling) was conducted. Massive e-mails were sent to all kindergartens in Hong Kong inviting them to join the study by distributing the survey link to the parents of their K3 students. A total of 643 Hong Kong parents whose children were about to transition to primary school (87.1% mother) participated, answering measures specifically designed for this study online about how well they thought their children were ready for school, their competence to help with children’s school transition, and how much time they spent with children. Data were analyzed with PROCESS macro (model 3) in SPSS. The results found that most parents considered that their children were not fully ready for school, especially in terms of academic skills, self-management, and mental preparation. Furthermore, moderation analyses showed that after controlling for a number of demographic variables, parent perceived social support was positively related to better school readiness in children and this link was jointly moderated by parent competence and time spent with children. Specifically, children were rated most ready when parent perceived stronger social support, felt more competent, and spent more time with children. By contrast, the link between perceived social support and children’s school readiness was insignificant for parent who felt more competent but spent less time with children. Implications of how to enhance children’s school readiness are discussed.

As argumentações pautadas nos interesses e objetivos de alunos e professores durante o desenvolvimento de atividades de Modelagem Matemática foram sistematizadas em Kaiser e Sriraman (2006) por meio de perspectivas para a Modelagem Matemática na Educação Matemática. Considerando o propósito do nosso trabalho de investigar a Modelagem Matemática como prática favorável ao desenvolvimento do pensamento matemático de alunos, pautamos nossas discussões na perspectiva cognitivista para a Modelagem Matemática. Para abordar o pensamento matemático utilizamos os pressupostos teóricos de Dreyfus (2002) sobre o pensamento matemático de estudantes, e as caracterizações de Tall (2004) para diferentes "Mundos da Matemática". As análises empreendidas se realizam a partir do desenvolvimento de atividades de modelagem por estudantes de um curso de Licenciatura em Matemática e expressam reflexões e considerações sobre o pensamento matemático dos alunos e os processos cognitivos que mobilizaram e apontam indícios do trânsito dos alunos pelos Três Mundos da Matemática durante o desenvolvimento destas atividades. Os resultados obtidos a partir dessa análise indicam o potencial de atividades de Modelagem Matemática como desencadeadoras de processos de pensamento matemático caracterizados por Dreyfus (2002) e Tall (2004).

The purpose of this study is to identify primary school students' thinking processes within the mathematical modeling process and the challenges they encounter, if any. This is a basic qualitative research study conducted in a primary school in the city of Kutahya in the academic year of 2015-2016. The study group of the research was composed of 22 students at 4th-grade who were selected with criterion sampling which is a purposive sampling method. The study data were collected with the clinical interview method and reported using the content analysis. It was consequently found that the students constituted two groups as those who provided a realistic solution and those who could not. There were more students who could not provide a realistic solution. Those who couldn't provide realistic solution tried to construct the mental representation of real situation through literal comprehension, which became insufficient in revealing the hidden situations involved in the problem text. Not noticing the hidden actions in the text led them to form a mathematical equation without structuring the problem and thus their solutions were unrealistic. Those who could provide realistic solutions, on the other hand, decide their operations within the context of the characters, time, place and relation between the events in the problem, which enabled the mental representation of the problem text to be critical reading and inferential comprehension focused as well as literal comprehension focused and thus allowed the students to reveal the hidden situations in the text. Accordingly, students posed new problems by gathering the required extra information according to these hidden situations and went for the real model. Thus, analyzing the problem situation is various contexts, students solved according to multiple conditions. It was also seen that students with realistic solutions utilized the validation process to determine the consistencies and inconsistencies of their solutions in real life context while those with unrealistic solutions utilized it to check their operations.

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Educators have long emphasized the importance of relating mathematics to everyday life situations. During the primary school years, mathematical modeling activities play an important role in this regard. Through a mathematical modeling activity prepared in accordance with the length and area measurement learning outcomes in the primary school 4th-grade mathematics curriculum, the purpose of this study was to determine students' mathematical modeling competencies. The study adopted a qualitative approach using a teaching experiment model. The study involved three students selected from 33 in a state primary school through criterion sampling. Farmer Uncle Hüseyin model eliciting activity (MEA) was given to the focus group to work on, and the whole process was videotaped. Each video recording was transcribed in detail. Transcriptions, student handouts, and researcher field notes were analyzed using the mathematical modeling competencies cycle developed by Blum and Kaiser and adapted by Maaß (2006). Modeling competencies of students were found to be at different levels. Based on the study, the students' warm-up activities, the context of the MEA, and their previous modeling experiences all contributed to the students' representation of different levels of modeling competency. Due to the frequent use of multiple-choice questions in their classrooms, students also had difficulty interpreting qualitative data and understanding the mathematical task they were given.

The importance of exploring students’ mathematical creative processing abilities in numeracy tasks can support policies in applying the Minimum Competency Assessment (MCA) for students in Indonesia. Employing a qualitative-descriptive approach, this case study aimed to uncover and analyze junior high school students’ mathematical creative processing abilities in solving numeracy tasks. The researchers collected data through written tests and interviews and then selected the subjects, namely 32 students of grade XIII at the International Islamic Boarding School of Malang in the 2020/2021 academic year. The data processing included reduction, presentation, concluding, and verification. The results showed that most of the students (66%) had mathematical creative processing abilities in numeracy tasks at the medium level, while the 13% and 21% were at the high and the low levels, respectively. All the students from all the categories completed the imitation stage. Only those at the medium and the high levels could solve the modification stage, and only those at the high level could complete the construction stage.

This study aims to analyze student errors related to the components of the PISA mathematical literacy process. This research is a qualitative descriptive study. In this study, the research subjects were students in grades IX 1 and IX 2 at SMP Negeri 4 Bengkulu City in the odd semester of the 2021/2022 academic year. Data collection techniques used in this study, namely test and interview methods. The components of the PISA mathematical literacy process discussed in this study are Communication, Mathematising, Representation.. The results showed that there are 40,85% of students make the error of communication processes. There are 48,59% of students make error of mathematising process. There are 53,41% of students make error of representation process.