scholarly journals Programming as Language and Manipulative for Second-Grade Mathematics

2021 ◽  
Author(s):  
E. Paul Goldenberg ◽  
Cynthia J. Carter ◽  
June Mark ◽  
Kristen Reed ◽  
Deborah Spencer ◽  
...  
Keyword(s):  
Second Graders ◽  
State Standards ◽  
Second Grade ◽  
Computer Language ◽  
Diverse Population ◽  
Digital Medium ◽  
Mathematical Content ◽  
Mathematical Ideas ◽  
The Subject ◽  
Special Mention

AbstractThis article reports on an exploration of how second-graders can learn mathematics through programming. We started from the theory that a suitably designed programming language can serve children as a language for expressing and experimenting with mathematical ideas and processes in order to do mathematics and thereby, with appropriate tasks and teaching, learn and enjoy the subject. This is very different from using the computer as a teaching app or a digital medium for exploration. Children tackled genuine puzzles – problems for which they did not already have a pre-learned solution. So far, we have built four microworlds for second-graders and tested them with a diverse population of well over three hundred children. The microworlds focus on the most critical second-grade mathematical content (as mandated in state standards), let children pick up all key programming ideas in contexts that make them ‘obvious’ (to maintain focus on the mathematics) and suppress all other distractions to minimize overhead for teachers or students using the microworlds. Because children see the results of the actions they articulate (in the computer language, Snap!), they can evaluate their methods and solutions themselves. The feedback is purely the outcome, not happy or sad sounds from the computer. Notably, nearly all children showed intense engagement, some choosing microworlds even outside of mathematics time. Teachers spontaneously reported this as well, with special mention of children whom they found hard to engage in regular lessons. We report our experiments and observations in the spirit of sharing the ideas and promoting more research.

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.

THE USE OF COMMUNITY LANGUAGE LEARNINGMETHOD TO IMPROVE STUDENTS’ SPEAKING ACHIEVEMENT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Eko Widoyo Putro ◽  
Berlin Sibarani
Keyword(s):  
Language Learning ◽  
Secondary Data ◽  
Primary Data ◽  
Second Grade ◽  
Learning Method ◽  
Field Notes ◽  
The Subject ◽  
The Mean ◽  
Method Improvement ◽  
Community Language

This study is aimed at improving the second grade of students’ speakingachievement by using Community Language Learning (CLL) Method. Theresearch was conducted by applying classroom action research. The subject of this study was second grade of Private Senior High School (Sekolah Menengah Atas Swasta) of Dwi Tunggal Tanjung Morawa which consisted of 31 students. To collect the data, the instruments used were primary data (SpeakingTest) and secondary data (interview sheet, observation sheet, field notes). It can be seen from the score in test I, test II and test III. In the Test I, the mean of the students’score was (64.77), in the Test II was (71.35), and the mean of the students’ score of the Test III was (80.90). Based on the interview, and observation sheet, it shows that the expression and excitement of the students got improved as well. It was found that teaching of speaking by using Community Language Learningcould significantly improve students’ speaking achievement.Key Words: Community Language Learning, Method, Improvement, Speaking Achievement

scholarly journals Examining Second Graders’ Healthy Food Choices: Through Literacy and Active Learning

2019 ◽  
Vol 12 ◽  
pp. 117863881983906
Author(s):  
Elsie Lindy Olan ◽  
Laurie O. Campbell ◽  
Shiva Jahani
Keyword(s):  
Active Learning ◽  
Health Knowledge ◽  
Food Choices ◽  
Second Graders ◽  
Healthy Food ◽  
Second Grade ◽  
Post Intervention ◽  
Literacy Environment ◽  
Second Grade Students ◽  
Alternative Approach

The purpose of this study was to investigate the implementation of a nutrition module and activities ( Go, Slow, Whoa) in a literacy environment through an active learning approach. Second graders (N = 85) from diverse socioeconomic status (SES) areas completed the 12-week program. The participants’ perceptions of healthy food choices were measured both pre- and post-intervention. Students met for 30 minutes twice a week, to complete 5-lessons from a Coordinated Approach to Child Health ( CATCH) nutrition module and activities ( Go, Slow, Whoa). Measures were taken both pre- and post-intervention ( Food Fury Quiz) to distinguishing between healthy and unhealthy foods (images). There was a statistically significant improvement ( t = 12.16, df =84, P = .000) from pretest ( M = 19.06, SD = 3.13) and posttest ( M = 23.34, SD = 0.48) scores. Administering a healthy food choice curriculum through literacy and active learning provides an alternative approach to improving health knowledge among second grade students.

A Pathway for Mathematical Practices

2013 ◽  
Vol 19 (6) ◽  
pp. 354-362 ◽  
Author(s):  
Melanie Wenrick ◽  
Jean L. Behrend ◽  
Laura C. Mohs
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Second Grade ◽  
Core State ◽  
Mathematical Practices ◽  
Grade Classroom ◽  
Nctm Process Standards

See how the NCTM Process Standards in action integrate Common Core State Standards in a second-grade classroom.

The effect of Bayer’s strategy on developing divergent thinking among students Second intermediate grade in the subject of Arab Islamic history

2021 ◽  
Vol 26 ◽  
pp. 273-304
Keyword(s):  
Divergent Thinking ◽  
Second Grade ◽  
Control Group ◽  
Intermediate School ◽  
Islamic History ◽  
Intermediate Students ◽  
Significant Difference ◽  
The Subject ◽  
Level Of Significance ◽  
Experimental Group

The current research aims to know (the effect of Bayer's strategy on developing divergent thinking among second-grade intermediate students in the subject of Arab-Islamic history) . In order to achieve the goal of the research, the researcher puts the following null hypothesis : 1.There is no statistically significant difference at the level of significance (0.05) between the mean scores of the experimental group students who study according to the Bayer strategy and the average scores of the control group students who study in the traditional way in the dimensional divergent thinking test . The researcher chose an experimental design with two groups, one experimental and the other a control, and the two research groups (experimental - control) were rewarded with the following variables : (Chronological age in months, grades of the previous year, IQ test, pre-branched thinking test ) . The current research was limited to second-grade intermediate students in (Al-Furat Intermediate School for Boys), which is one of the schools affiliated to the city of Baghdad / Directorate of Education Al-Karkh First. (32) students, and the second represented the control group who were studying the same subject in the traditional way, and they numbered (31) students. Thus, the number of the research sample reached (63) students. 2017-2018 . The researcher prepared the divergent thinking test in light of the steps and main questions of the Sheikhly test (2001) in measuring the ability of divergent thinking of the students of the research sample . : The search results showed .The experimental group students who study history according to the Bayer strategy outperformed the control group students who study history using the traditional method in the dimensional branched thinking test . Keyword: Divergent thinking Bayer Stratagy

scholarly journals Components of Reading Skill in Postkindergarten Precocious Readers and Level-Matched Second Graders

1993 ◽  
Vol 25 (2) ◽  
pp. 181-208 ◽  
Author(s):  
Nancy Ewald Jackson ◽  
Gary W. Donaldson ◽  
Joseph R. Mills
Keyword(s):  
Word Reading ◽  
Word Identification ◽  
Second Graders ◽  
Second Grade ◽  
Developing Readers ◽  
Component Skills ◽  
Multiple Indicator ◽  
Text Reading ◽  
Disabled Readers ◽  
Average Readers

Precocious readers are children who have made exceptionally rapid progress in beginning literacy. This study of precocious readers was designed to describe their skills in two ways: (a) by identifying any special strengths or weaknesses in precocious readers' component skills, relative to the skills of older but less rapidly developing readers, and (b) by identifying the extent to which individual differences in the skill patterns of precocious readers are multidimensional. The cognitive, word-reading, and text-reading skills of 116 postkindergarten precocious readers were compared with those of 123 second graders, mostly above-average readers, who were matched with the precocious readers on reading comprehension level. The two groups were compared using multiple-indicator modeling techniques. The same factor pattern accounted for the performance of both groups on a set of 29 measures. Therefore, comparisons of factor mean levels and factor covariances were interpretable. No meaningful weaknesses were identified in the average skill pattern of postkindergarten precocious readers. Their strengths tended to mirror weaknesses often identified among disabled readers. Precocious readers are especially rapid text readers, and they also are accurate identifiers of individual words, able to draw on strong phonological analysis skills as well as orthographic processes. However, covariances between orthographic and phonological word identification and between oral text-reading accuracy and effectiveness were lower for precocious than for second-grade readers, suggesting a diversity of skill patterns among highly able beginning readers.

scholarly journals Taking the Relational Structure of Fractions Seriously: Relational Reasoning Predicts Fraction Knowledge in Elementary School Children

2019 ◽  
Author(s):  
Priya B. Kalra ◽  
Edward M. Hubbard ◽  
Percival G Matthews
Keyword(s):  
Second Graders ◽  
Fifth Grade ◽  
Second Grade ◽  
Relational Reasoning ◽  
Reasoning Ability ◽  
Verbal Iq ◽  
Relational Structures ◽  
Fifth Grade Students ◽  
Magnitude Processing ◽  
General Test

Understanding and using symbolic fractions in mathematics is critical for access to advanced STEM concepts. However, children and adults consistently struggle with fractions. Here, we take a novel perspective on symbolic fractions, considering them within the framework of relational structures in cognitive psychology, such as those studied in analogy research. We tested the hypothesis that relational reasoning ability is important for reasoning about fractions by examining the relation between scores on a domain-general test of relational reasoning (TORR Jr.) and a test of fraction knowledge consisting of various types of fraction problems in 201 second grade and 150 fifth grade students. We found that relational reasoning was a significant predictor of fractions knowledge, even when controlling for non-verbal IQ and fractions magnitude processing for both grades. The effects of relational reasoning also remained significant when controlling for overall math knowledge and skill for second graders, but was attenuated for fifth graders. These findings suggest that this important subdomain of mathematical cognition is integrally tied to relational reasoning and opens the possibility that instruction targeting relational reasoning may prove to be a viable avenue for improving children’s fractions skills.

scholarly journals THE EFFECT OF DEFINITIONS TOWARD STUDENTS’ VOCABULARY

2018 ◽  
Vol 6 (1) ◽  
pp. 34
Author(s):  
Tawali Tawali
Keyword(s):  
Experimental Study ◽  
Alternative Hypothesis ◽  
T Test ◽  
Second Grade ◽  
Control Group ◽  
Second Grade Students ◽  
Post Test ◽  
The Subject ◽  
And Control ◽  
Experimental Group

This research is aimed to find out the effect of definitions toward students’ vocabulary mastery: it was an experimental study at the second grade student of MTs NW Haqqul Yaqin Sayang- sayang. The subject of this research was the second grade of MTs NW Haqqul Yaqin Sayang- sayang.The research was used experimental method with quantitative approach. The population of this research consist of 55 students, and the sample is 29 for experimental group while 26 for control group. The technique of collecting data was used definition for experimental group and matching word with antonym for control group. The data was collected by using post-test only and the data was analyzed by t-test formula. Based on data analysis the mean score of experimental group was 76,4 and control group was 69,23, beside of that standard deviation for experimental group was 114,28 and for control group was 113,09 and the value of t-test was 2,44 and t-table was 2,000. Degree of freedom is 53 with significant level 0,05. It means that the value of t-test was higher than t-table (t-test ˃ t-table). The alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected. Thus, the conclusion of this research was there was an effect of definition toward students’ vocabulary mastery: an experimental study at the second grade students of MTs NW Haqqul Yaqin Sayang-sayang.

scholarly journals USING EXPRSSION CARD MEDIA TO IMPROVE THE STUDENTS’SPEAKING SKILL AT THE SECOND GREAT OF SMA NEGERI 1 PAREPARE

2019 ◽  
Vol 2 (1) ◽  
pp. 47-59
Author(s):  
Widya Pribadiyanti Areski ◽  
Muzdalifah Muhammadun ◽  
Amzah Selle
Keyword(s):  
Learning Process ◽  
Alternative Hypothesis ◽  
Simple Random Sampling ◽  
T Test ◽  
Second Grade ◽  
Test Design ◽  
Before And After ◽  
Post Test ◽  
Speaking Skill ◽  
The Subject

This research aims to see the students’ speaking skill before and after learning process by using expression card media at the second grade of SMA Negeri 1 Parepare. The results of the research are useful for the teacher and students. The teacher should aware that it is important to supplied the technique or strategy before teaching and the students also can be easier to express their ideas, make the students more active in learning process. The subject of this research is XI IIS4 class which is consisted of 30 students. The sample was taken by using simple random sampling. The design in this research was pre-experimental with pre-test and post-test design. The student did the pre-test, got the treatment and did the post-test. Then the criteria of speaking skills are fluency, accuracy, content, pronunciation and they were usedto measure the students’ speaking skill. It aimed to know whether using expression card media can improve the students’ speaking skill. The result in this research was indicated that there was improvement of the students’ speaking skill. It was indicated by the students’ mean score of post-test (73.3) was greater than pre-test (41.9). Even, for the level significant (p) 5% and (df) = N-1=30-1=29, and the value of table is 1.699, while the value of t-test is 16.18. it means that, the t-test value is greater than t-table (16.18 ≥ 1.699). Thus, it can be concluded that the students’ speaking skill is significant better after getting the treatment. So, the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is fail rejected.

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