Mathematics for Primary and Secondary School

The purpose of this study was to investigate primary and secondary mathematics teachers' candidates' effect of the success in geometry education. The sample of the study consists of students first and last class preservice primary mathematics teachers which are enrolled program education at department of mathematics and students first and last class in preservice secondary mathematics teachers enrolled to Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education. As data collection tool, the 2016 Transition to Higher Education Examination questions asked in geometry was used. Data obtained were analyzed using Mann Whitney U test. Based on the findings, investigated that in first and last class of primary classroom teacher candidates and in first and last class of secondary mathematics teacher candidates were revealed in that whether there were statistically significant differences in terms of their success.

ARTICLE INFO ABSTRACT Multiplicative thinking underpins much of the mathematics learned beyond the middle primary years. As such, it needs to be understood conceptually to highlight the connections between its many aspects. This paper focuses on one such connection; that is how the array, place value partitioning and the distributive property of multiplication are related. It is important that students understand how the property informs the written multiplication algorithm. Another component of successful use of the standard multiplication algorithm is extended number facts and the paper also explores students' ability to understand and generate them. One purpose of the study was to investigate the extent to which students used the standard multiplication algorithm and if their use of it is supported by an understanding of the underpinning components of the array, partitioning, the distributive property, and extended number facts. That is, we seek to learn if students have a conceptual understanding of the multiplication algorithm and its underpinning mathematics that would enable them to transfer their knowledge to a range of contexts, or if they have procedurally learned mathematics. In this qualitative study, data were generated from the administration of a Multiplicative Thinking Quiz with a sample of 36 primary aged students. Data were analyzed manually and reported using descriptive statistics. The main implications of the study are that the connections among the multiplicative array, place value partitioning, base ten property of place value, distributive property of multiplication, and extended number facts need to be made explicit for children in terms of how they inform the use of the written algorithm for multiplication.

This study was conducted to determine the role played by wait time in the process of oral questioning in mathematics teaching in primary school. This study was a qualitative study using the case study method. Data were collected through semi-structured interviews, document analysis and field notes. Six mathematics teachers from six different primary schools were selected as participants of the study using purposive sampling method. The data were then analyzed using a constant comparative method to identify the patterns and themes that emerged from the data obtained. The study identified that waiting period serves to encourage weak students to also try to answer questions, provide space for students to think, encourage more accurate answers from students, increase the number of students who volunteer to answer questions, maintain student interest and encourage discussion among students. Therefore, all of these roles are seen as helpful in improving students' mathematical learning to a greater degree.
Keywords: waiting time, oral questioning, mathematics teaching, primary schools

Öz Çalışmanın amacı, ortaokul öğrencilerinin problem çözme ve problem çözme strateji kullanım düzeylerini araştırmaktır. Çalışma, 2014-2015 eğitim öğretim yılının ikinci döneminde, Türkiye'nin Karadeniz bölgesinde bulunan iki ilden kolay ulaşılabilir örnekleme yöntemi ile seçilen toplam 72 öğrenci ile gerçekleştirilmiştir. Var olan bir durumun betimlenmesi ve araştırma konusu kendi koşulları içinde olduğu gibi tanımlanmaya çalışıldığı için betimsel analizin uygun olduğu düşünülmüştür. Çalışmada veri toplama aracı olarak Smith (1997) tarafından geliştirilen ve araştırmacılar tarafından Türkçe'ye uyarlanan iki problem kullanılmıştır. Uygulanan problemler Polya'nın (1945) problem çözme aşamalarına göre değerlendirilmiştir. Öğrencilerin problemi çözerken tahmin ve kontrol, mantıksal akıl yürütme, tahmin etme, bağıntı kurma stratejilerini kullandıkları belirlenmiştir. Problemin değerlendirilmesi aşamasında başarılı olduklarını göstermektedir. Anahtar Kelimeler: Matematik, Ortaokul, Problem Çözme, Problem Çözme Aşamaları. Abstract The aim of this study was to investigate the problem solving and problem-solving strategies levels of secondary school students. We carried out the study by sampling method with a total of 72 students from the two provinces in the Black Sea region of Turkey selected by random in the second term of the 2014-2015 academic year. In this qualitative research for the case study, content analysis was applied. In the study, as data collecting tools, we used two creative problems developed by Smith (1997) and adapted into Turkish by the researchers. The problems applied were evaluated according to Polya's stage of problem solving (1945). Prediction and control, logical reasoning, predicting, relations building strategies were also used in each of the two problems. In the evaluation phase of the problems, the results obtained from each of the three problems demonstrate that the students could be good at evaluating the answers to which the students give.

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This outline provides a basic introduction to techniques used to perform mental multiplication—including squares—quickly and accurately. It is intended for social scientists and other non-S.T.E.M. professionals obligated to deal with numbers on a daily basis (e.g., tax attorneys, accountants, etc.). After reviewing this brief paper and practicing the techniques, readers should be able to perform complex multiplication calculations in a matter of seconds.

En el artículo se presenta una descripción de un recurso didáctico para el aprendizaje de la geometría: el geoplano. Se realiza una breve descripción del recurso y posteriormente se exponen justificaciones de carácter didáctico y curricular. Para finalizar, se hace referencia a su construcción y se presentan una serie de actividades, a modo de ejemplo, que pueden aplicarse en un entorno de E/A.

In the article a description of a didactic resource for the learning of the geometry is presented: the geoboard. A brief description of the resource is also made. There are some reasons about the use of the geoboard from a didactic and a curricular approach. Finally, the process of the its construction and several activities are exposed.

Readers of a certain age and disposition may recall with fondness the fun that could be had from simulating sporting fixtures using dice, numbered hexagonal pencils or coins. This form of pastime would have been vastly more popular in the days before Gameboy, X-box and Play-Station, but the richness of mathematical experience is worthy of investigation. I recall from my own schooldays variations of dice cricket, for example, where a roll of the dice indicates the outcome of each 'ball', with 1, 2, 3, 4 and 6 representing runs, and a 5 signifying 'out'. Further rolls of a dice following a 5 would indicate how the 'batsman' was out, for example 1 – bowled, 2 – caught, 3 – lbw, and so on. It is an interesting exercise to calculate the probability of a 'batsman' achieving a given number of runs, say 50 or 100, and also the expected score before getting out. In this article, I describe the mathematical approach to simulating a less well-known sport in this country, that of Australian Rules football. The process of simulating the scoring process for a game afforded an interesting probabilistic approach that ended with a model which provides scores closely reflecting those of the real game. For those unfamiliar with the sport, it is played by two teams of 18 players on a large oval pitch, using a ball similar to a rugby ball. The aim is to beat your opponents by scoring 'goals' and 'behinds', giving an overall points total. There are 4 posts at each end of the pitch, two larger posts and outside of these, two smaller posts. A goal is scored when the ball passes between the two large posts. A goal is worth 6 points. If the ball passes between a goalpost and the smaller post to the side of the goalpost, a 'behind' is scored, worth 1 point. A team's score is made up of goals, behinds and total points. For example, a team scoring 10 goals and 7 behinds will have their score recorded as 10.7(67). The use of 1 and 6 as scoring elements makes this game ideal for simulation using dice, as in the case of dice cricket as described above. In rolling a dice for each team, they can either score a goal (6) or a behind (1), or not score (2, 3, 4, 5). The challenge is to replicate a typical match score using a suitable number of dice rolls per team, and the rest of this piece outlines the approach I used. Firstly I needed to estimate a typical score for a team in a match. I did this by consulting record books from the Australian Football League, and using league tables over the past 10 seasons, I calculated that the average rounded score by all teams over that period was 98 points, which as you will see, was a convenient number to replicate. Next was the calculation of expected scores using a standard dice. Each roll generates a 6 or a 1 as scores, with 2, 3, 4 and 5 counting as 0. (Therefore the game could be reproduced commercially using a dice marked with 0, 0, 0, 0, 1 and 6 on its sides.) On average, the expected score from 6 rolls of the dice would be 7 points, allowing for one of each side to appear face upwards. A single roll therefore has an expected 'score' of 7/6 = 1.16666… To achieve the average expected score of 98 points would thus need 98/1.16666… = 84 rolls. The final step was to decide what would be a good combination of dice rolls to simulate actual game play. It would be possible to replicate a match score by rolling a single dice 84 times for each team, counting the 6's and 1's as you go along. This would make for a rather tedious and protracted game. Instead I considered the factors of 84 to see if I could group the dice in a more suitable combination which allowed for rolling several dice at once. 84 = 2 x 2 x 3 x 7. This offers various possibilities, such as: Roll 42 dice twice, roll 21 dice 4 times, roll 6 dice 14 times etc.

The focus for my school based inquiry was to examine the most common misconceptions that are held by pupils when learning about Time and to explore how teachers seek to address them in their teaching (see appendix 1e for sub questions). The research thread emerged from the alliance topic ‘to investigate ways to develop deep conceptual understanding and handle misconceptions within a particular mathematical topic’. It was anticipated that Time would be a suitable mathematical realm to research due to the variety of misconceptions that are commonly attached to the objective (LittleStreams, 2015). Time appears as a statutory objective in the Primary National Curriculum under the mathematical program of study of measure (DoE, 2013), it is evident in every year group with increasing degree of complexity until year 6 (appendix 1a); by which point pupils are expected to know and be able to use all skills relating to the concept. The present description is based on a 34 interview corpus of data carried out in an inner city Nottingham school, Nottinghamshire, United Kingdom between December 2015 and March 2016. The informants included in the study represent teachers, Newly Qualified Teachers (NQTs) and Teaching Assistants (TAs). The data collected comprise of 22 questionnaires and 12 interviews. The motive for this arrangement will become clear when the methodology is discussed. The analysis was undertaken in order to understand what teachers consider to be the key issues embedded within the teaching of Time, what the observed most common misconceptions are; and how teacher’s perceptions of these and practices in response to these can implicate on future teaching.

RESUMEN | Se describe el diseño, construcción y validación de un itinerario inclusivo de enseñanza de las fracciones para 5º de Educación Primaria (10-11 años), tanto para alumnado con dificultades de aprendizaje como con talento matemático. El itinerario, que se ha diseñado con base en el Enfoque de los Itinerarios de Enseñanza de las Matemáticas (EIEM), ha sido validado por 7 expertos y 14 maestros y maestras en activo, que han valorado también la eficacia del itinerario para atender la diversidad. Por un lado, tanto los expertos como el profesorado han propuesto cambios sobre la correspondencia, la formulación y la pertinencia de las actividades del itinerario; por otro lado, el profesorado ha considerado que las actividades permiten atender la diversidad. Se concluye que esta herramienta contribuye a desarrollar la competencia matemática de todo el alumnado, partiendo de la base que para empoderar esta competencia se requiere diversificar los contextos de enseñanza-aprendizaje. PALABRAS CLAVE: Educación matemática inclusiva, Enfoque de los Itinerarios de Enseñanza de las Matemáticas, Fracciones, Prácticas de enseñanza, Educación Primaria. RESUMO | Descreve-se o desenho, construção e validação de um itinerário inclusivo para o ensino de frações para o 5º ano do Ensino Básico (10-11 anos), tanto para alunos com dificuldades de aprendizagem como com talento matemático. O itinerário, que foi elaborado com base na Abordagem de Itinerários de Ensino de Matemática (EIEM, por sua sigla em espanhol), foi validado por 7 especialistas e 14 professores do Ensino Fundamental, que também avaliaram a eficácia do itinerário para atender à diversidade. Por um lado, tanto especialistas como professores propõem mudanças na correspondência, formulação e relevância das atividades do itinerário; por outro lado, os professores consideram que as atividades permitem abordar a diversidade. Conclui-se que esta ferramenta contribui para o desenvolvimento da competência matemática de todos os alunos, partindo do princípio que para potencializar esta competência é necessário diversificar os contextos de ensino-aprendizagem. PALAVRAS-CHAVE: Educação matemática inclusiva, Abordagem dos Itinerários de Ensino de Matemática, Frações, Práticas de ensino, Ensino Básico. ABSTRACT | The design, construction and validation of an inclusive teaching fractions itinerary for 5th grade of Primary Education (10-11 years) is described, both for students with learning difficulties and with mathematical talent. The itinerary, which has been designed based on the Mathematics Teaching Itineraries Approach (EIEM, by its acronym in Spanish), has been validated by 7 experts and 14 in-service Primary Education' teachers, who have also valued the effectiveness of the itinerary to attend to the diversity. On the one hand, both experts and in-service teachers have proposed changes in the correspondence, formulation and relevance of the itinerary activities; on the other hand, the teachers have considered that the activities allow addressing diversity. It is concluded that this tool contributes to developing the mathematical competence of all students, based on the basis that to empower this competence it is necessary to diversify the teaching-learning contexts.

This paper outlines a tutoring initiative intended to re-engage students who have become alienated from mathematics class at school. The initiative is focused on priming students for their subsequent mathematics lessons, and is referred to as “Getting Ready in Numeracy” (G.R.I.N.). Following a discussion outlining the principles of G.R.I.N., data from interviews with G.R.I.N. tutors and classroom teachers are presented. Findings suggest that participating in G.R.I.N. enhanced student engagement in mathematics and helped foster a growth mindset. Analysis of interviews also revealed some of the challenges associated with the initiative, in particular, issues relating to communication and coordination, such as: understanding the purpose of G.R.I.N., timetabling, planning and having sufficient students in the target group. In addition, in some instances, tensions between the professional and pedagogical expertise of the G.R.I.N. tutor and classroom teacher required navigation. Recommend...

There may only be one safe method where we can open schools for children during the COVID-19 virus pandemic.

Why do school parents want to send their kids into a building which has 3,000 other students in it, hundreds of which have deadly COVID-19 virus? Just to play football or basketball? I do not understand parents intentionally endangering their own children's lives.

On November 18, 2020 the Chicago School District admitted that they had already had 72,000 children test Positive with the COVID-19 virus. Three days earlier, the AAP Nightly News announced that a million children had already tested Positive for COVID-19 virus in America. On January 4, 2021, Nightly News said that Colleges and Universities have already had 400,000 American students test Positive for Covid-19. On January 19, 2021, AAP News announced that the United States has already gotten 2.5 million children and adolescents to test Positive for Covid-19, with 211,000 of those children newly tested Positive in just this recent week! As a parent, do you STILL want to send your child into a traditional school?

Just WHO is doing the thinking here? The Chicago School District is VERY pleased with themselves that their proposed school environment is "safer than the overall community, so send the children in!" I see. In a year, America has killed off over 400,000 people with COVID-19. So as long as the schools only kill off 100,000 children, they can BRAG about that??? NO! If even ONE child dies of COVID-19 in a year, how dare any school administration BRAG that they ONLY had 211,000 children infected with COVID-19 THIS WEEK?

None of those news reports mentioned how many Teachers have already been infected, but already more than one-third of all Teachers have decided to Retire due to the serious COVID-19 danger.

This is actually a rather old-fashioned idea, but it is amazingly safe. A hundred years ago, public schools were nearly all the same, one-room school houses. There was one Teacher and 6 to 10 children of various Grade levels.

A modern variant of this can make wonderful sense. Several local small vacant homes and some chain link fencing could separate groups of children and their Teacher from external disease carriers and even local bullies and gangs. Nice Recess playground, too!

The children can each live at home and walk each day to spend the school day with a trusted Teacher.

This one-room-school-house approach also includes a beautiful method of Contract Tracing. Since the Teacher checks all the students' forehead temperatures every morning, even if a student is found to have become infected with COVID-19 from an uncle, a few phone calls to members of that family can invite them all in to be Contract Traced within a day! Not just the students, but their hundred relatives can also be continually safe from COVID-19!

The Golden Ratio(aka “golden mean”, “golden section” or “divine section”: standardly denoted with the capital Greek letter Phi) is the only positive (irrational) quadratic solution of the (minimal polynomial) x^2-x-1=0 equation, so that: Phi=[sqrt(5)+1]/2.
The purpose of this paper is to demonstrate some aspects recently discovered by the author of this paper:
(0) a recursive geometrical method for constructing  Phi (inspired from the Taoist religious iconography), which is more simple and elegant than Odom’s method;
(1) an occurrence of Phi  in the water molecule geometry;
(2) a quasi-Pythagorean property of the (Phi,e,PI)  triad;
(3) some other interesting quasi-exact relations between the elements of the (Phi,e,PI) triad;
(4) the tendency of the human systolic/diastolic blood pressure ratio to stabilize to a value close to  Phi with age

Keywords: Golden Ratio/section/mean (Phi), Odom’s method, Taoist religious iconography, water molecule geometry, quasi-Pythagorean property, human blood pressure

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Enhance students' multiplication skills and informally expose them to the notion of prime factors through this engaging dicebased game, inspired by the board-game Ludo. Multiplication Ludo is suitable for 2 or 3 players. To play, you need a 120's chart, a 6-sided dice and 4 counters of a particular colour for each player.

Meta-cognitive skills are important organizers of all the tasks that we perform. Broadly, it includes declarative knowledge, conditional knowledge, planning, selfregulation, evaluation, and procedural knowledge of students. In the present study, Mindfulness has been chosen as a focal point of research because of its relevance as
an emerging technique of intervention to improve the meta-cognitive skills among students. The sample for the study consisted of students in the age group of 10-12
years. The eight weeks long intervention was provided to students in the experimental group (EG). The study yielded significant results, which has valuable
implications for students and trainers in the academic settings.

Resumen: Se presenta una propuesta para el diseño, la gestión y la evaluación de ac-tividades matemáticas competenciales: se realiza una revisión del término " competen-cia matemática " ; se plantea una secuencia en cinco fases para el diseño de actividades: matematización del contexto, trabajo previo en el aula, trabajo en contexto, trabajo posterior y formalización; se aportan algunas ideas clave para la gestión de actividades; se presenta un instrumento para evaluar la competencia matemática; y se concluye con la presentación de ejemplos de actividades matemáticas competenciales implementadas en aulas de Educación Infantil y Primaria. Palabras clave: práctica docente, competencia matemática, procesos matemáticos, ac-tividad matemática competencial, evaluación de la competencia matemática. Design, management and evaluation of competence math classroom activities Abstract: A proposal for the design, management and evaluation of mathematical competence activities is presented: a review of the term " mathematical competence " is performed; a sequence of five phases for designing activities arises: mathematisation context, previous work in the classroom, work in context , further work and formaliza-tion; some key ideas for managing activities are provided; a tool for assessing mathematical literacy is presented; and it concludes with the presentation of examples of mathematical competence activities implemented in Pre-escolar and Primary Education.

Math anxiety has been historically overlooked in samples of children. This may be due in part to the lack of appropriate tools to measure anxiety in young children. The current exploratory study reports on the development and examination of reliability, validity, and factor structure of a new tool to measure math anxiety in young children. The findings of this exploratory study suggest that the Children's Anxiety in Math Scale is a reliable and valid measure to assess math anxiety in children as young as first grade.

The flipped learning approach has been growing in popularity in both higher education and K-12, especially for its potential to increase active learning and student engagement. However, further research is needed to understand exactly how the flipped approach enhances student engagement. This narrative systematic review synthesises literature published between 2012 and 2018, focused on the flipped learning approach in K-12 contexts, and indexed in 7 international databases. 107 articles, book chapters, dissertations, conference papers and grey literature were included for review, and the results are discussed against a bioecological model of student engagement. The results indicate that the majority of research has been undertaken in North American and Asian high schools, heavily focused on student perceptions of flipped learning and achievement within STEM subjects, especially Mathematics, with a slight preference for quantitative methods. Studies in this review found the approach to overwhelmingly support student engagement, with 93% of studies citing at least one dimension of behavioural, affective or cognitive engagement, whereas 50% of studies reported facets of disengagement. Collaborative technologies such as Google Docs, Google Classroom and Edmodo were particularly linked to engagement, with videos not created by teachers more likely to lead to disengagement. Only 12% included a definition of student engagement, and less than half used a theoretical framework. Future empirical research should ensure that all contextual information is included, including year level of student participants, that multiple methods of both quantitative and qualitative data collection are included, and close attention is paid to grounding research in theory. Further research is needed on parent, teacher and school leader perceptions, as well as longitudinal and multiple-class studies.

Classroom, without any iota of exaggeration, is like a theatre or studio where different arts works are moulded into shapes and sizes. Learners are the art work, while the teachers are the artists and the process of moulding is the teaching and learning process, and the strategies and methods used are the materials. Therefore, classroom is a studio where learning and smooth transition from home to the larger society is promoted. No doubt too, there are a lot of pedagogical activities that can make or mar children which are carried out in the classroom irrespective of its level and this compendium chronicles the ABC of teaching the subjects in both primary and secondary schools.
Studies in the various subject areas and levels of education have established that, several factors are responsible for the poor performance of students in the various subjects and at all levels of education. But, at the base of all, is one glaring fact, the quality of teaching in each of these subjects and at the various levels of education system leaves much to be desired.
It is against this background that, many authors address, the causes, the factors and solutions to the poor performance of students in the various subjects at different levels of our education system. Most importantly, there are some chapters that address the better way to teach and the best way to make teaching more rewarding in our classroom. The import of this effort resolve is to explain how to make our learners, more successful in the various subject they offer at different levels of school system.
The expert/professionals have taken pains to research wide in order to apply the available resources at their disposal to address the major issues of how best learner can learn.
The essence of teaching is learning. If students don’t learn, invariably, teachers have not taught. No doubt, the essence of sending students to school is to learn and learn the application of putting what they have learnt into practice. Interestingly now, this product is for you, the classroom practitioners, read it, digest it and use it. Read those other subject metholodogies and strategies apart from your, because some of them contain materials that are relevant to you.
Finally, with our experience in the practice of education and teaching in particular, we are of the opinion that, teachers at all levels of our school system, should prioritise what can make students learn and learn very well.
May your enterprise thrive in this profession.

Zrak je mješavina plinova i ima slijedeći sastav:-cca. 78 % dušika-cca. 21 % kisika-cca 1% ostali ostali plinovi (ugljično dioksid, argon, vodik, neon, helij i dr…) Da bi mogli potpuno definirati (definisati) stanja tvari potrebno je poznavati neke fizikalne veličine koje ta stanja opisuju, a nazivaju se veličine stanja. Neke od tih veličina mogu se direktno mjeriti mjernim instrumentima, a druge, koje nisu direktno dostupne mjerenju, mogu se pomoću prikladnih jednadžbi relativno jednostavno izračunati. Razlikujemo dvije veličine stanja:-osnovne termodinamičke veličine stanja i-toplinske veličine stanja. Mi ćemo se upoznati s osnovnim veličinama stanja, a to su:-volumen V,-gustoća ,-tlak p i-temperatura T. Volumen je prostor što ga ispunjava zadana masa neke tvari. Pri konstantnim fizikalnim uvjetima, volumen tvari ovisan je o masi tvari. Zbog toga se kao osnovna termodinamička veličina stanja radije koristi specifični volumen, a to je volumen kojeg zauzima jedinica mase tvari. =-v = specifični volumen, ili [m 3 kg-1 ]-V = ukupni volumen, [m 3 ]-m = masa tvari, [kg] Specifične veličine se, dakle, odnose na 1 kg tvari. Drugi fizikalni uvjeti, kao što je promjena temperature ili tlaka, mogu dakako promijeniti volumen kao i specifični volumen. Recipročna vrijednost specifičnog volumena je gustoća tvari: = = , [kg /m 3 ]. Gustoća zraka kod 288 K (15 C) = 1,21 [kg / m 3 ] Tlak (pritisak), p je sila koja djeluje okomito na jedinicu površine. = [N/m 2 ] Kod tekućina i plinova tlak djeluje na graničnim površinama i unutrašnjosti sistema. Sila, F može biti prouzrokovana vlastitom težinom medija ili vanjskim opterećenjem, slika 1. i slika 2.

Debido a su importancia y al difícil acceso conceptual que tienen la mayoría de los estudiantes sobre el álgebra, diversas investigaciones en educación matemática se han centrado en la introducción de aspectos del pensamiento algebraico en la educación primaria. Esta introducción implica cambiar la manera de concebir el álgebra como tal, para poder incluirla en este nivel educativo con la finalidad de estimular el desarrollo de dicho pensamiento en los niños. En el contexto mexicano
la introducción del pensamiento algebraico ha cobrado interés en los últimos años; sin embargo, las consideraciones de su introducción tanto en el currículo de primaria como en el currículo de la formación de maestros aún no están claramente definidas.

The book, Bring Back our Languages, came to being as a result of perceived alarming mis-use of English language among students and parents and the reckless abandonment of indigenous languages in Nigerian schools and homes.  The latest law by Lagos State government, to make every Wednesday a vernacular day in her schools is a welcome development as it will promote a deliberate use of Yoruba language and the implementation of the long-awaited provision of use of the indigenous languages in the National Policy on education, Section 1(8) item G which is reproduced here: “Every child shall be taught in the mother tongue or language of the immediate community for the first four years of basic education in addition, it is expected that every child shall learn one Nigerian language. (NPE, 2013)

The authors are of the opinion, that for the proposals in this text to be achieved, Government must do what it is mandated in the same policy document “Section 2 No 16 item J – Ensure development of orthography of more Nigerian languages; and produce textbooks. Supplementary readers and other instructional materials in Nigeria languages. (NPE, 2013)

The highlightsinthe text includes- major indigenous languages, minority, non-majority Nigeria dialects, history of English language, errors usually commonly used by elites cited, selected Poems, Rhymes, Folktales, etc were actually picked from some texts which were (referenced appropriately) and from personal experience of the authors.
Hope the facts, figures and dates quoted in the text will be useful for those who are willing to learn their mother tongue. It is a wake-up call to those who are highly indigenous and desirous to learn their mother tongues.

As a result of the importance of education to the individual as well as societal and national development, there is the need to guide its practices, not only to ensure uniformity, but also to tailor the practices to the achievement of the stated aims, goals and objectives. This explains the formulation and production of educational policies for childhood education in Nigeria and the review of some of these policies frequently. The formulation and production of educational policies are important but the achievement of the educational goals depends, most of the time, on the implementation of the policies. The last set of national policies for ECE in Nigeria has been in existence since the year 2007. This implies that the evaluation of the implementation as well as the extent of achievement of the goals of ECE in the country is long overdue. This paper examines the policies, the implementation and the achievement of the educational goals with a view to gaining insight into the sustainability of this level of education for the development of the Nigerian societies. Five educational policy documents relating to Early Childhood Education were reviewed. It was found out that there are policy statements on types of ECE and the respective age cohorts, methodology and learning resources, language of instruction and minimum standard for ECE centres. It was also found out that almost all the policy statements are not being implemented in government owned ECE centres as well as those owned by private individuals among other findings. It was recommended that government has to be more committed to the implementation of all ECE policy statements in order to achieve the stated goals.

The purpose of this study is to identify the implementation of 21 st century learning among teachers. Teachers play important role in determining the outcomes of 21 st century learning. There are many factors influence teaching practice in 21 st century classroom. Knowledge, resources, facilities and professional development have contributed big effect on the teaching quality. A qualitative research involved 20 teachers has been carried out to know teachers " opinion regarding to the implementation of 21 st century learning in their teaching practice. A semi structured interview session was conducted with all the participants to collect information related to four main points which comprise: i) teachers " opinion; ii) teaching practice; iii) the constraints and challenges and iv) suggestions for improvement related to the implementation of 21 st century learning. The responds from all participants were transcribed and analysis according to the themes. The findings show that teachers have positive views regarding to 21 st century learning but they still need to make improvement in teaching practice. Teachers faced many challenges related to time constraint, insufficient knowledge and inadequate resources and ICT facilities. Teachers have contributed some suggestions to improve all the challenges which including: i) professional development; ii) provide resource; iii) provide teaching module and iv) upgrade the quantity and quality of ICT facilities and tools.