The effects of academic class composition on academic progress in elementary school for students with different levels of initial academic abilities

2018 ◽  
Vol 64 ◽  
pp. 43-53 ◽  
Author(s):  
Yulia Kuzmina ◽  
Alina Ivanova
1982 ◽  
Vol 29 (9) ◽  
pp. 4-8
Author(s):  
Rosalie Jensen ◽  
David R. O'Neil

Geometric concepts and skills that are appropriate for elementary school pupils include comparing figures with respect to likenesses and differences, comparing and seriating figures with respect to size, classifying figures, making measurements, and performing informal activities related to congruence and line symmetry. AJI of these concepts and skills can be developed through the use of geometric blocks. A large set, which can serve to develop many ideas presented in the elementary school grades, is shown in figure 1. Various subgroups of these shapes can be used as the basis of structuring appropriate activities on different levels.


Author(s):  
Jana Přinosilová ◽  
Erika Mechlová ◽  
Svatava Kubicová

Abstract Inquiry in the natural sciences is an often used term. Inquiry-Based Science Education with the support of sophisticated ICT lacking. Inquiry-Based Science Education has clearly defined its four levels, in particular the use of teaching depends on the particular pupils and teachers. This learning strategy can thus rendering the various options and the use of ICT available at the school. The following article's focus is on a selection of specific technologies available and used at a primary school in connection with the different levels of Inquiry-Based Science Education and the extent of its involvement. The paper also describes social elaborated topic of environmental education in the sample worksheet for elementary school pupils.


Author(s):  
Chalis Fajri Hasibuan ◽  
Syarifah Muthia Putri

Bunyi enak didengar kegiatan dalam tingkatan dan waktu tertentu yang menyebabkan gangguan kesehatan manusia dan kenyamanan lingkungan disebut kebisingan. Banyak pekerjaan/kegiatan masyarakat yang bisa menyebabkan kebisingan dalam tingkatan intensitas yang berbeda-beda.  Jika mendengarkan kebisingan yang lama secara berlebihan di kelas dapat menimbulkan ketidaknyamanan pendengaran dan dapat mengakibatkan penurunan niat dalam belajar. Adapun yang menjadi tujuan penelitian adalah. Menghitung tingkat kebisingan di SD SwastaMedan, Menentukan zona kebisingan di area SD SwastaMedan., Mengurangi tingkat kebisingan dengan dibuat rekayasa kebisingan untuk sekolah. Tingkat Kebisingan pada SD Muhammadiyah 05 Medan setelah dilakukan pengukuran menggunkaan alat sound lavel meter diperoleh 5 titik pengukuran, yang nilai kebisingannya melewati ambang batas, yang telah ditentukan Titik 1 = 64.76 dB, Titik 2 = 64.45 dB, Titik 3 = 65.22 dB, Titik 7 = 61.48 dB, Titik 8 = 64.94 dB.   Sounds are pleasant to hear activities at a certain level and time which causes disruption of human health and comfort of the environment called noise. Many work / community activities can cause noise at different levels of intensity. If you listen to excessive noise excessively in class, it can cause hearing discomfort and can lead to a decrease in intention to learn. The purpose of the research is. Calculate the noise level in private elementary schools, determine the noise zone in the private elementary school area, reduce noise levels by making noise engineering for schools. Noise Levels at Muhammadiyah Elementary School 05 Medan after measurement using a lavel meter sound instrument obtained 5 measurement points, the noise value exceeding the specified threshold Point 1 = 64.76 dB, Point 2 = 64.45 dB, Point 3 = 65.22 dB, Point 7 = 61.48 dB, Point 8 = 64.94 dB.


2021 ◽  
pp. 3-9
Author(s):  
Natalya Vinogradova

The article presents the results of a study carried out in the laboratory of primary general education of the Institute of Education Development Strategy of the Russian Academy of Education, to determine the reasons for the difficulties that appear in younger schoolchildren in the process of mastering the content of elementary school subjects. Typical general didactic problems arising in the professional activity of a teacher and provoking mistakes and difficulties of the student are discussed. The groups of primary school students with different levels of success in educational activities are characterized, recommendations are given to the teacher on the organization of individually differentiated work, taking into account the level of success of each student.


1998 ◽  
Vol 5 (4) ◽  
pp. 236-241
Author(s):  
Barbara J. Reys ◽  
Robert E. Reys

Elementary teachers receive conflicting messages about the value of various computa-tional techniques, mental and written, as well as about what strategies, invented and standard, should be introduced and developed at different levels within the elementary school curriculum. They receive advice and directives from educational specialists and national and state curriculum documents.


PARADIGMA ◽  
2020 ◽  
pp. 465-483
Author(s):  
Fábio Douglas Farias ◽  
Douglas Da Silva Tinti ◽  
Ana Lúcia Manrique

El presente artículo es fruto de una investigación del tipo observación participante y tiene por objetivo identificar, a partir de reflexiones presentadas por profesoras que enseñan matemáticas en la escuela primaria, contribuciones de un proceso formativo pautado en un modelo enfocado en el uso de softwares educativos. El modelo f@r (Formación-Acción-Reflexión) propuesto por Costa (2012) concibe cinco etapas, a saber: visión, plan, práctica, interacción y reflexión. Para alcanzar el objetivo propuesto para el presente artículo, analizamos los discursos de cinco profesoras, participantes de los encuentros de formación, recogidas por medio de grabaciones en audio y video de dos encuentros que componen la etapa de reflexión propuesta por el modelo f@r. Los resultados mostraron que el contexto establecido por ese proceso de formación propuesto posibilitó que cada una de las profesoras, en diferentes niveles, desarrollara al mismo tiempo, lo que sabían sobre tecnologías, sobre las estrategias pedagógicas y sobre el conocimiento de determinado contenido matemáticoPalabras clave: Formación de profesores. Modelo f @ r. Conocimiento tecnológico y pedagógico del contenido (TPACK). Softwares Educativos.Modelo f@r: reflexão conjunta realizada por professores que ensinam matemática após um processo formativo com tecnologiasResumoO presente artigo é fruto de uma pesquisa do tipo observação participante e tem por objetivo identificar, a partir de reflexões apresentadas por professoras que ensinam matemática nos anos iniciais do ensino fundamental, contribuições de um processo formativo pautado em um modelo focado no uso de softwares educativos. O modelo f@r (Formação-Ação-Reflexão) proposto por Costa (2012) concebe cinco etapas, a saber: visão, plano, prática, interação e reflexão. Para atingirmos o objetivo proposto para o presente artigo, analisamos as falas de cinco professoras, participantes dos encontros de formação, coletadas por meio de gravações em áudio e vídeo de dois encontros que compõem a etapa de reflexão proposta pelo modelo. Os resultados mostraram que o contexto estabelecido por esse processo de formação proposto possibilitou que cada uma das professoras, em diferentes níveis, desenvolvesse em simultâneo, o que sabiam sobre tecnologias, sobre as estratégias pedagógicas e sobre o conhecimento de determinado conteúdo matemático.Palavras-chave: Formação de Professores. Modelo f@r. Conhecimento Tecnológico e Pedagógico do Conteúdo (TPACK). Softwares Educativos.F@r model: joint reflection of teachers who teach mathematics after a formative process with technologiesAbstractThis article is the result of a research of the type participant observation and aims to identify, from reflections presented by teachers who teach mathematics in the initial years of elementary school, contributions of a formative process based on a model focused on the use educational software. The f@r model (Formation-Action-Reflection) proposed by Costa (2012) conceives five stages, namely: vision, plan, practice, interaction and reflection. In order to reach the objective proposed for this article, we analyze the statements of five teachers, participants in the training meetings, collected through audio and video recordings of two meetings that make up the reflection stage proposed by the model. The results showed that the context established by this proposed training process allowed each of the teachers, at different levels, to simultaneously develop what they knew about technologies, pedagogical strategies and knowledge of a certain mathematical content.Keywords: Teacher Education. f@r Model. Technological and Pedagogical Knowledge of Content (TPACK). Educational Software.


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