scholarly journals Can young students understand the mathematical concept of equality? A whole-year arithmetic teaching experiment in second grade

2018 ◽  
Vol 34 (2) ◽  
pp. 439-456 ◽  
Author(s):  
Jean-Paul Fischer ◽  
Emmanuel Sander ◽  
Gérard Sensevy ◽  
Bruno Vilette ◽  
Jean-François Richard
Keyword(s):  
Mathematical Concept ◽  
Teaching Experiment ◽  
Second Grade ◽  
Young Students ◽  
Arithmetic Teaching

Arithmetic is fun

1963 ◽  
Vol 10 (5) ◽  
pp. 256-258
Author(s):  
Lois Rapp
Keyword(s):  
Mathematical Concept ◽  
Second Grade ◽  
New Approach

Tho second-grade children were sitting on the edge of their chairs, hands Hying in the air, excitement on every face. They were giving names for 5. By now, the names they suggested nearly filled the chalkboard. Earlier in the year they had learned that a. number is an idea in their heads and that a numeral is the symbol which we usc to communicate this idea. Today's unusual excitement was the result of the new approach I was using to present this mathematical concept to the children in my room.

Understanding Standard Units of Measure

2017 ◽  
Vol 23 (8) ◽  
pp. 500-503 ◽  
Author(s):  
Cynthia Orona ◽  
Vinson Carter ◽  
Heather Kindall
Keyword(s):  
Mathematical Concept ◽  
Second Grade ◽  
Student Interest ◽  
Science Technology ◽  
And Mathematics ◽  
Grade Classroom ◽  
Mathematics Department

This article applies STEM in a second-grade classroom by connecting literature and focusing on the mathematical concept of standard units of measure. Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.

The Role of Attitude in Learning Arithmetic

1958 ◽  
Vol 5 (6) ◽  
pp. 304-310
Author(s):  
J. Peter Fedon
Keyword(s):  
Teaching Experiment ◽  
Third Grade ◽  
The Third ◽  
School Year ◽  
Partial Analysis ◽  
Arithmetic Teaching

THIS IS A PARTIAL ANALYSIS of an arithmetic teaching experiment conducted in the third grade of an independent Wilmington School during the school year 1957-58.

Participatory and Anticipatory Stages of Mathematical Concept Learning: Further Empirical and Theoretical Development

2016 ◽  
Vol 47 (1) ◽  
pp. 63-93 ◽  
Author(s):  
Martin A. Simon ◽  
Nicora Placa ◽  
Arnon Avitzur
Keyword(s):  
Data Analysis ◽  
Concept Learning ◽  
Mathematical Concept ◽  
Task Design ◽  
Teaching Experiment ◽  
Theoretical Development ◽  
Initial Activity ◽  
Stages Of Development ◽  
Analysis Task ◽  
Representation Scheme

Tzur and Simon (2004) postulated 2 stages of development in learning a mathematical concept: participatory and anticipatory. In this article, we discuss the affordances for research of this stage distinction related to data analysis, task design, and assessment as demonstrated in a 2-year teaching experiment. We describe our modifications to and further explicate and exemplify the theoretical underpinnings of these stage constructs. We introduce a representation scheme and use it to trace the development of a concept from initial activity, through the participatory stage, and to the anticipatory stage.

scholarly journals Efforts to Improve The Understanding of Mathematics Concepts of Two-Dimentional Figures Materials Using Powerpoint Media in Primary Schools

2020 ◽  
Vol 3 (3) ◽  
pp. 565
Author(s):  
Indah Cahyani
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Grade Level ◽  
Primary Schools ◽  
Mathematical Concept ◽  
Mathematical Ability ◽  
Second Grade ◽  
Second Grade Students

<em>This article is intended to understand the mathematical concept of the two-dimentional figure data for the second grade students of elementary schools of Kalisari for the year of Caliology in 2020/2021. This study uses two cycles. Each cycle begins with planning, execution, observation, and reflection. The results of the study in first cycle showed 62% complete education and in second cycle an increase of first cycle, 81% students has complete among 21 education participants in the second cycle. The results showed that the PowerPoint media improved the understanding of the concept of students in Elementary School of Kalisari second grade level intangible architectural mathematical ability</em>

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

Factors Influencing Cognate Performance for Young Multilingual Children's Vocabulary: A Research Synthesis

2020 ◽  
Vol 29 (4) ◽  
pp. 2170-2188
Author(s):  
Lindsey R. Squires ◽  
Sara J. Ohlfest ◽  
Kristen E. Santoro ◽  
Jennifer L. Roberts
Keyword(s):  
Test Validity ◽  
Reaction Times ◽  
Bilingual Children ◽  
Second Grade ◽  
High Quality Research ◽  
Word Level ◽  
Research Questions ◽  
Word Characteristics ◽  
Study Inclusion ◽  
Task Level

Purpose The purpose of this systematic review was to determine evidence of a cognate effect for young multilingual children (ages 3;0–8;11 [years;months], preschool to second grade) in terms of task-level and child-level factors that may influence cognate performance. Cognates are pairs of vocabulary words that share meaning with similar phonology and/or orthography in more than one language, such as rose – rosa (English–Spanish) or carrot – carotte (English–French). Despite the cognate advantage noted with older bilingual children and bilingual adults, there has been no systematic examination of the cognate research in young multilingual children. Method We conducted searches of multiple electronic databases and hand-searched article bibliographies for studies that examined young multilingual children's performance with cognates based on study inclusion criteria aligned to the research questions. Results The review yielded 16 articles. The majority of the studies (12/16, 75%) demonstrated a positive cognate effect for young multilingual children (measured in higher accuracy, faster reaction times, and doublet translation equivalents on cognates as compared to noncognates). However, not all bilingual children demonstrated a cognate effect. Both task-level factors (cognate definition, type of cognate task, word characteristics) and child-level factors (level of bilingualism, age) appear to influence young bilingual children's performance on cognates. Conclusions Contrary to early 1990s research, current researchers suggest that even young multilingual children may demonstrate sensitivity to cognate vocabulary words. Given the limits in study quality, more high-quality research is needed, particularly to address test validity in cognate assessments, to develop appropriate cognate definitions for children, and to refine word-level features. Only one study included a brief instruction prior to assessment, warranting cognate treatment studies as an area of future need. Supplemental Material https://doi.org/10.23641/asha.12753179

Agreeableness, Conflict Resolution Tactics, and School Behavior in Second Graders

2016 ◽  
Vol 37 (3) ◽  
pp. 145-151 ◽  
Author(s):  
Daniel L. Gadke ◽  
Renée M. Tobin ◽  
W. Joel Schneider
Keyword(s):  
Conflict Resolution ◽  
Problem Behaviors ◽  
Second Graders ◽  
Adaptive Behaviors ◽  
Second Grade ◽  
School Behavior ◽  
Multiple Sources ◽  
School Based ◽  
Second Grade Students ◽  
Negotiation Tactics

Abstract. This study examined the association between Agreeableness and children’s selection of conflict resolution tactics and their overt behaviors at school. A total of 157 second graders responded to a series of conflict resolution vignettes and were observed three times during physical education classes at school. We hypothesized that Agreeableness would be inversely related to the endorsement of power assertion tactics and to displays of problem behaviors, and positively related to the endorsement of negotiation tactics and to displays of adaptive behaviors. Consistent with hypotheses, Agreeableness was inversely related to power assertion tactics and to displays of off-task, disruptive, and verbally aggressive behaviors. There was no evidence that Agreeableness was related to more socially sophisticated responses to conflict, such as negotiation, with our sample of second grade students; however, it was related to displays of adaptive behaviors, specifically on-task behaviors. Limitations, including potential reactivity effects and the restriction of observational data collection to one school-based setting, are discussed. Future researchers are encouraged to collect data from multiple sources in more than one setting over time.

Sign in / Sign up

Export Citation Format

Share Document