[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588475-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588475-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","representations-in-primary-mathematics-teaching-vol-6-number-3-2013-abstract","REPRESENTATIONS IN PRIMARY MATHEMATICS TEACHING - Vol 6 - Number 3 - 2013 Abstract","","The paper examines how primary mathematics teaching can strengthen meaningful learning through representations, focusing on students’ independent thinking and problem-solving in novel situations. Drawing on OECD PISA findings, it argues for active promotion of mathematics and better teacher preparation to support performance. It reviews evidence on teacher reliance on coursebooks and the role of visuals and internal/external representations in understanding mathematical concepts.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/representations-in-primary-mathematics-teaching-vol-6-number-3-2013-abstract/588475/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/representations-in-primary-mathematics-teaching-vol-6-number-3-2013-abstract/588475.png","ImageObject",300,407,{"name":42,"@type":43},"Putri","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the OECD PISA study focus on in relation to students?","Question",{"text":63,"@type":64},"PISA investigates whether students have acquired applicable knowledge needed for full participation in modern society by measuring how they apply knowledge to new situations.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why does the paper emphasize mathematics learning in teacher training?",{"text":68,"@type":64},"It argues that meaningful learning and understanding are central to mathematics learning and that teacher preparation is crucial for developing students’ individual skills and performance.",{"name":70,"@type":61,"acceptedAnswer":71},"What types of representations are discussed for learning mathematics?",{"text":72,"@type":64},"The text distinguishes external representations (enactive, iconic, symbolic) and internal (mental) representations, explaining how they interact in mathematical thinking and communication.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588475,1792963119,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Volume 6 Number 3 , 2013  \nREPRESENTATIONS IN PRIMARY MATHEMATICS TEACHING  \nEdith Debrenti  \nAbstract: The OECD PISA (Programme for International Student Assessment) investigates whether students have acquired the applicable knowledge essential for full participation in a modern society (they measure how students can apply their knowledge to novel situations) .  \nMeaningful learning and understanding are basic aspects of all kinds of learning and they are even more important in the case of learning mathematics. The aim of this research was to measure students’ independent thinking and problem-solving skills, as well as to investigate the way they can actively apply their knowledge when solving problems directly and not directly connected to the curriculum. We have investigated the relationship between different knowledge areas and levels in the case of Primary School and Kindergarten Teacher Training College’s students at Partium Christian University Oradea.  \nKey words: teacher training, mathematics education, arithmetical problem-solving methods, primary school textbooks  \nIntroduction  \nInternational assessments in science and mathematics carried out during the 1970s and 1980s were based around the curriculum and investigated how students aquire disciplinary knowledge and how they apply it in a context similar to those encountered in the classroom. In the ’90s The OECD encompassing the most developed countries in the world launched the three-yearly PISA (Programme for International Student Assessment) in order to investigate whether students possess applicable knowlegde in three knowledge areas (reading, mathematics and science) essential for a full participation in a modern society. [16]  \nThe results of the assessment always indicate the areas displaying negative trends; they give rise to different analyses. The final conclusion is always the fact that mathematics needs to be promoted more actively, reading should be given a greater focus, and since the teacher plays an important role in students’ performance, teachers should be trained and selected accordingly. Specialists say that welltrained teachers are the most efficient in developing students’ individual skills. PISA 2012 mathematics score rank Asian countries or regions (Shanghai, Singapore, Hong Kong, Taiwan, Korea, Macao, Japan) on the first seven places. In the ‘80s the American researcher, Harold Stevenson investigated the reason for better results in mathematics in Asian countries as compared to Americans. He came to the conclusion that it is due to the well-trained, dedicated teachers using good methods for teaching mathematics. Learning used to have a prestige, knowledge opened the way to social advancement. Mathematics was particularly suitable for a breakthrough: not even unfavorable social background could pose a hindrance in the way of talent. [7]  \nReading  \nReading, meaningful learning, acquisition, and understanding are the basic aspects of all kinds of learning. They are perhaps even more important in the case of learning mathematics.  \nIn our teacher training programme we have placed great emphasis on word problems, on their correct interpretation, understanding, on observing the steps in problem solving, possible representations, interpreting results in terms of real world situations, etc. [11, 12]  \nResearch shows that teachers rely on coursebooks most frequently when teaching (63.7% of respondents), accompanied by workbooks (76 . 9%), exercise books, study guide (37.3%), programme (32.5%), and other (9%) . [3] According to a research carried out in 2011 on teachers of primary schools in Satu Mare county, they were most content with the only Hungarian coursebook for 4th grade. They considered it the best due to its scientific accuracy, language, problems, utility, coherence and for providing facilitated self evaluation [2] . This book turned out to contain the most versatile problems inan appropriate number. The exercises are differentiated, the ","cbCaiti25HrnSJYD","https://ap.wps.com/l/cbCaiti25HrnSJYD","pdf",230802,"English","# Introduction\n## Reading\n## Representations","[{\"question\":\"What does the OECD PISA study focus on in relation to students?\",\"answer\":\"PISA investigates whether students have acquired applicable knowledge needed for full participation in modern society by measuring how they apply knowledge to new situations.\"},{\"question\":\"Why does the paper emphasize mathematics learning in teacher training?\",\"answer\":\"It argues that meaningful learning and understanding are central to mathematics learning and that teacher preparation is crucial for developing students’ individual skills and performance.\"},{\"question\":\"What types of representations are discussed for learning mathematics?\",\"answer\":\"The text distinguishes external representations (enactive, iconic, symbolic) and internal (mental) representations, explaining how they interact in mathematical thinking and communication.\"}]","REPRESENTATIONS IN PRIMARY MATHEMATICS TEACHING - Vol 6 - Number 3 - 2013 Abstract | PDF",1792065325,25]