Kindergarten students’ mathematics knowledge at work: the mathematics for programming robot toys

2021 ◽  
pp. 1-29
Author(s):  
Jessica F. Shumway ◽  
Lise E. Welch ◽  
Joseph S. Kozlowski ◽  
Jody Clarke-Midura ◽  
Victor R. Lee
Keyword(s):  
Kindergarten Students ◽  
Mathematics Knowledge

The Benefit of Spacing on Retention and Transfer of Mathematics Knowledge

2012 ◽  
Author(s):  
Kellie M. Mullaney ◽  
Samuel R. White ◽  
Shana K. Carpenter
Keyword(s):  
Mathematics Knowledge

EFFECT OF TOKEN ECONOMY THERAPY FOR REDUCING ATTACHMENT BEHAVIOR AMONG PRE SCHOOL CHILDREN IN KINDERGARTEN

2018 ◽  
Vol 1 (1) ◽  
pp. 55-58
Author(s):  
Ramaita Basri
Keyword(s):  
Intervention Group ◽  
Sampling Technique ◽  
Total Sample ◽  
Token Economy ◽  
Kindergarten Students ◽  
Wilcoxon Test ◽  
Bivariate Analysis ◽  
Control Group ◽  
Attachment Behavior ◽  
Public Health Services

Attachment behaviors are behaviors experienced by children when they would leave their homes and families to join his friends at school he regarded as strangers. This behavior can interfere with the functioning life of the child so that the child can not be independent, and parents should be involved more in the activities of children. The study aimed to determine the effect of economic token therapy for reducing the attachment behavior among Kindergarten Students. The design of this study was quasi experimental with pre and post with control group. By using multistage random sampling and consecutive sampling technique with a total sample of 68 people who experienced attachment behavior. Consisted of 34 peoples as intervention group and 34 peoples as control group. Bivariate analysis using Wilcoxon test and mann-whitney test. The results showed that there were significant differences of attachment behavior before and after entering the token economy intervention in the intervention group compared with those in the control group (p = 0.000). Token economy therapy has positive effect to reduce attachment behavior of kindergarten student at the beginning of learning process in the kindergarten school. The application of economic token is recommended to overcome the attachment behavior of existing preschool children in schools and in the general public health services.   KEY WORDS: Attachment behavior, Token economy, Kindergarten students.

Open Mathematics Knowledge Base

2020 ◽  
Author(s):  
Matheus Pereira Lobo
Keyword(s):  
Knowledge Base ◽  
Mathematics Knowledge

We present a list of mathematical results for future implementation in a digital Open Mathematics Knowledge Base.

Thaharah Implementation Through Toilet Training For Down Syndrome Kindergarten Students At Islamic School

2020 ◽  
Author(s):  
Sinta Ari Susanti
Keyword(s):  
Down Syndrome ◽  
Kindergarten Students ◽  
Toilet Training ◽  
Islamic School

Thaharah memiliki makna bersuci dalam Islam. Bersuci di sini memiliki maksud membersihkan diri dari kotoran atau najis. Salah satu cara mengajarkan anak untuk bersuci adalah melalui toilet training. Kemampuan toilet training adalah bagian dari program pendidikan untuk membantu diri sendiri yang diajarkan kepada peserta didik dalam rangka agar peserta didik dapat menggunakan toilet dengan baik. Toilet trainingharus diajarkan sejak dini karena mempengaruhi perilaku anak pada fase perkembangan selanjutnya. Penelitian ini dilaksanakan di TK Permata Bunda yang merupakan sekolah Islam untuk peserta didik usia dini penyandang Down syndrome. Tujuan dari penelitian ini adalah untuk menganalisis bagaimana penerapan thaharah dalam bentuk toilet traininguntuk peserta didik penyandang Down syndrome. Observasi, wawancara, dan dokumentasi digunakan untuk mengumpulkan data. Data dianalisis menggunakan metode deskripsi kualitatif. Hasil menunjukkan bahwa penerapan toilet training dilakukan dengan membangun kebiasaan yang konsisten dan berkelanjutan. Guru dan orang tua harus melakukan kerjasama yang baik untuk menerapkan toilet training secara konsisten tidak hanya di sekolah tetapi juga di rumah.

Exploring the Implementation of Early Math Assessments in Kindergarten Classrooms: A Research-Practice Collaboration

2020 ◽  
Author(s):  
Jennifer McDonald ◽  
Rebecca Merkley ◽  
Jacqueline Mickle ◽  
Lisa Collimore ◽  
Daniel Ansari
Keyword(s):  
Mathematical Thinking ◽  
Math Education ◽  
Kindergarten Students ◽  
First Year ◽  
Research Practice ◽  
Early Numeracy ◽  
Future Directions ◽  
Collaborative Project ◽  
Practice Gap ◽  
Second Year

Research in cognitive development has highlighted that early numeracy skills are associated with later math achievement, suggesting that these skills should be targeted in early math education. Here we tested whether tools used by researchers to assess mathematical thinking could be useful in the classroom. This paper describes a collaborative project between cognitive scientists and school board researchers/educators implementing numeracy screeners with kindergarten students over the course of three school years. The Give-A-Number task (Wynn, 1990) was used with first-year kindergarten students and the Numeracy Screener [BLINDED] with second-year kindergarten students. Results indicated that educators (N = 59) found the tools feasible to implement and helpful for exploring their students’ thinking and targeting instruction. The Educators’ feedback also helped inform improvements to the implementation of the tools and future directions for both the schools and the researchers. This work emphasizes the importance of transdisciplinary collaboration to address the research-practice gap.

The Comparative Efficiency of Speech Sound Interventions That Differ by Delivery Modality: Flashcards Versus Tablet

2019 ◽  
Vol 42 (1) ◽  
pp. 31-39
Author(s):  
Krystal L. Werfel ◽  
Marren C. Brooks ◽  
Lisa Fitton
Keyword(s):  
Elementary School Children ◽  
Speech Sound ◽  
Functional Relation ◽  
Kindergarten Students ◽  
Single Subject ◽  
Single Subject Design ◽  
Single Word ◽  
Or Efficiency ◽  
Comparative Efficiency ◽  
Subject Design

Although speech–language pathologists increasingly make use of tablets in clinical practice, little research to date has evaluated the effectiveness or efficiency of tablet use for targeting speech sound goals. The twofold purpose of this study was to compare (a) the effectiveness and (b) the efficiency of speech sound intervention using tablets versus flashcards. Four kindergarten students with at least two similar speech sound errors participated in this adapted alternating treatments single subject design study that explored the functional relation between speech sound intervention that differed by modality of delivery (tablet vs. flashcards) and increased speech sound skill in elementary school children with speech sound errors. Flashcards and tablets were both effective single-word speech sound intervention modalities; however, for three of the four participants, flashcards were more efficient than tablets.

Psychological Imprisonment or Intellectual Freedom? A Longitudinal Study of Contrasting School Mathematics Approaches and Their Impacton Adults' Lives

2017 ◽  
Vol 48 (1) ◽  
pp. 78-105 ◽  
Author(s):  
Jo Boaler ◽  
Sarah Kate Selling
Keyword(s):  
Longitudinal Study ◽  
Mathematics Teaching ◽  
Traditional Approach ◽  
Intellectual Freedom ◽  
Teaching Approaches ◽  
Knowledge Use ◽  
Follow Up Study ◽  
Mathematics Knowledge ◽  
Mathematical Expertise

In a previous study of 2 schools in England that taught mathematics very differently, the first author found that a project-based mathematics approach resulted in higher achievement, greater understanding, and more appreciation of mathematics than a traditional approach. In this follow-up study, the first author contacted and interviewed a group of adults 8 years after they had left the 2 schools to investigate their knowledge use in life. This showed that the young adults who had experienced the 2 mathematics teaching approaches developed profoundly different relationships with mathematics knowledge that contributed towards the shaping of different identities as learners and users of mathematics (Boaler & Greeno, 2000). The adults from the project-based school had also moved into significantly more professional jobs, despite living in one of the lowest income areas of the country. In this article, we consider the different opportunities that the 2 school approaches offered for longterm relationships with mathematics and different forms of mathematical expertise that are differentially useful in the 21st century (Hatano & Oura, 2003).

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