Early mathematics or also known as early numeracy is one of the important areas of learning for children's cognitive development at an early age. The learning of Early Mathematics has the goal of fostering young children's capabilities for problem-solving and their interest in mathematics Therefore, a fun and effective learning experience of Early Mathematics very important for prepares children with various important Mathematical concepts in preparation before entering Standard One. One of the ways to enhance the process of learning and to provide a more enjoyable experience of solving Early Mathematics problems is by using representations. Therefore, this study was carried out to identify how representation can help the mastery and support the learning of Early Mathematics to prepare children with a good concept of Mathematics, especially in addition. A total of two 6 years olds children involved as a participant in this study. Descriptive analysis shows that representation can help children make problem solving to the addition operation better and more accurately, as well as easily. The high score in post-test compared to pre-test score also proves that the use of representation in the teaching of additional concepts for Early Mathematics can help children understand Mathematical concepts more effectively. It is hoped this study can serve as a guide for early childhood teachers to provide a more enjoyable experience of solving Early Mathematics problems.
Implementation of online teaching and learning is an educational method that conceptualizes technology integration in teacher-teaching practices. Therefore, teachers' readiness to implement the online teaching approach is crucial to ensuring that the teaching implemented can enhance the individual's abilities. This is because, an effective and meaningful acquisition of knowledge will produce competitive individuals, ready to face the challenges of the advanced technology world and adapt to current needs. Therefore, this review study was carried out to identify teachers' readiness to implement online teaching using questionnaire instruments. A total of 229 early childhood education teachers in the Kota Bharu district, Kelantan were involved as respondents in this survey. Descriptive analysis shows that teachers' technology skills and knowledge were at a high level (M = 3.63, SD = 0.71). In addition, teachers' attitudes towards online teaching, commitment and time management show similar findings with a high mean score, 3.80 and 3.55 respectively. Meanwhile, the findings of the correlation test show a significant and positive relationship between the knowledge and technical skills of the teacher and the attitude (r = 0.528, p <0.1). The Spearman Rho correlation test also shows that there is a significant and strong relationship between teachers' experiences in online teaching and learning and teacher attitude (r = 0.617, p = 0.000). In conclusion, the findings of this study show that teachers have a high level of online teaching readiness. It is hoped this study can serve as a guide on teachers' readiness for online teaching.
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