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Teacher Management of Pre-Primary School Children Learning: Reading Arithmetic Skills Through Visual Media

Teacher Management of Pre-Primary School Children Learning: Reading Arithmetic Skills Through Visual Media

Majiyd Hamis Suru
Copyright: © 2022 |Pages: 28
ISBN13: 9781799897507|ISBN10: 1799897508|ISBN13 Softcover: 9781799897514|EISBN13: 9781799897521
DOI: 10.4018/978-1-7998-9750-7.ch003
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MLA

Suru, Majiyd Hamis. "Teacher Management of Pre-Primary School Children Learning: Reading Arithmetic Skills Through Visual Media." Modern Reading Practices and Collaboration Between Schools, Family, and Community, edited by Ana Patrícia Almeida and Sandrina Esteves, IGI Global, 2022, pp. 53-80. https://doi.org/10.4018/978-1-7998-9750-7.ch003

APA

Suru, M. H. (2022). Teacher Management of Pre-Primary School Children Learning: Reading Arithmetic Skills Through Visual Media. In A. Almeida & S. Esteves (Eds.), Modern Reading Practices and Collaboration Between Schools, Family, and Community (pp. 53-80). IGI Global. https://doi.org/10.4018/978-1-7998-9750-7.ch003

Chicago

Suru, Majiyd Hamis. "Teacher Management of Pre-Primary School Children Learning: Reading Arithmetic Skills Through Visual Media." In Modern Reading Practices and Collaboration Between Schools, Family, and Community, edited by Ana Patrícia Almeida and Sandrina Esteves, 53-80. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-9750-7.ch003

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Abstract

Children learning are affected unpredictably by the objects they see around them and teachers' management of the scenario proximal to a child may have positive or negative consequences on reading, writing, and learning arithmetic skills. The chapter examines teachers' management of pre-primary school children learning to read arithmetic skills through visual media (VM) in selected pre-primary schools in Dodoma Municipality in Tanzania. Purposive sampling technique was employed to get five head teachers while random sampling was used to obtain nine pre-primary teachers from five pre-primary schools. Semi-structured interviews, observation, document reviews, and questionnaires were used to collect data. Pre-primary school teachers demonstrated frequent use of visual media in teaching and learning at pre-primary schools. Acquisitions of arithmetic skills by pre-primary school children were extraordinarily expressed through teachers' experiences. Inadequate classrooms were found to hold back the frequent use of VM in the teaching of arithmetic skills among pre-primary school children.

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