Continuity in Training Primary School Students and Fifth- and Sixth-Graders on How to Solve Mathematical Problems

2015 ◽  
Vol 3 (4) ◽  
pp. 10-20
Author(s):  
Бурлакова ◽  
T. Burlakova ◽  
Целищева ◽  
Irina Tselishcheva
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Sixth Grade ◽  
First Grade ◽  
Sixth Graders ◽  
Primary School Students ◽  
School Students ◽  
Sixth Grade Students ◽  
Mathematical Problems ◽  
Intellectual Activities

The paper considers how to sustain continuity in teaching Mathematics at primary school and further to Fifth- and Sixth-grade students. As the authors’ educational experience proves, to achieve the above goal it is necessary and useful to help students to develop skills for problem solving situations, given that such training should be provided form the very beginning, i.e., from the first grade. Specified are the techniques and methods of stage-by-stage operation with problem solving situations, which results in both more successful development of students’ skills in problems solving and boosting their intellectual activities. This also helps to improve the students’ skills to learn.

scholarly journals Contextualized Problem Solving in Primary School Students

2021 ◽  
Vol 1 (3) ◽  
Author(s):  
Sofía López de Nava Tapia
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Primary Education ◽  
Intervention Strategy ◽  
Sixth Grade ◽  
Primary School Students ◽  
School Students ◽  
Test Conditions ◽  
Sixth Grade Students ◽  
Post Test

The objective of the present study was to explore and describe the influence of a proposal that returns to Problem Based Learning for the application arithmetic principles in the solution of problems in sixth grade students of primary education. Eighty-six of sixth grade students participated with an average age of 11.0 years. The intervention strategy was carried out in nine sessions lasting approximately one hour each. The results in general, do not show statistically significant differences in the performance of the execution in the resolution of problems between pre-test and post-test conditions, however, it was observed through the students' report that they had experienced knowledge acquisition based on the content of the intervention.

scholarly journals Identifying the Misconceotions of Natural Science (IPA) Using CRI (Certanty of Response Index) at the Primary School Students in Tarakan

2017 ◽  
Vol 2 (2) ◽  
pp. 54
Author(s):  
Muhsinah Annisa ◽  
Ratna Yulinda ◽  
Kartini Kartini
Keyword(s):  
Primary School ◽  
Natural Science ◽  
Multiple Choice ◽  
Answer Sheet ◽  
Sixth Grade ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Primary School Students ◽  
School Students ◽  
Sixth Grade Students

The objective of this study is to identify the misconceptions of Natural Science (IPA) on primary school students in Tarakan. The output of this study is presented into a national scientific journal with ISSN. This study absolutely contributes to the schools and the education providers (universities). This study can identify the misconceptions of what happens to the students, so that teachers know how to handle and remediate these misconceptions. This study employs quantitative descriptive research. The population is the sixth grade students of primary schools in Tarakan. It is because the students of this grade have got the learning material on force, light, and simple machine. The technique.;s used in taking the sample is cluster sampling by considering on the three criteria, namely: superior, medium, and low school category which is based on the mean scores of final test (UAS) on natural science subject. So, the sixth grade students of SDN A, SDN B Tarakan, and SDN C Tarakan are chosen as the sample of this study. The instrument of this research is a written test in a form of multiple choice test equiped with the CRI (certainty of response index) answer sheet. The data are collected by distributing multiple-choice test which is consisted of 40 questions that are equipped with the CRI answer sheet.

scholarly journals Interventional Nutrition Education Program for Sixth Grade Students in a Governmental Primary School in Giza Governorate

QJM ◽  
2020 ◽  
Vol 113 (Supplement_1) ◽  
Author(s):  
S K Farah ◽  
H A Abouseif ◽  
D A Gamaleldin ◽  
H I Fahim
Keyword(s):  
Primary School ◽  
Nutrition Education ◽  
Education Program ◽  
Eating Habits ◽  
Sixth Grade ◽  
School Students ◽  
Sixth Grade Students ◽  
Healthy Eating Habits ◽  
Nutrition Education Program ◽  
Knowledge Attitude And Practice

Abstract Background Nutrition is a critical part of health and development. Better nutrition is related to improvement of child health, stronger immune systems, and lower risk of non-communicable diseases. Objectives the study aimed to describe knowledge, attitude and practice of sixth grade, primary school students about healthy eating habits and healthy diet and to implement and assess a nutrition education program for healthy eating habits and healthy diet. Participants and Tools An interventional study was conducted in one governmental primary school in Giza governorate and included 120 sixth grade students. The health education program was divided into three stages: Pre-intervention stage in which the knowledge, attitude and practice (KAP) of students about healthy and unhealthy dietary habits was assessed. Then educational program was implemented and (KAP) of students was re-assessed again twice after the education session immediately and then two months later. Results Most of the children (69.6%) had fair nutrition knowledge, (23.2%) had good knowledge, while (7.2%) had poor knowledge. After the intervention, there was an improvement in nutrition knowledge score of participated students (p < 0.05) and this change was maintained after 2 months of the intervention. The total mean score percentage was (68% ± 9.8%) before intervention and had improved after 2 months of the intervention than before. The attitude of participated students had improved after intervention in relation to the concept that eating a lot of fat can make one become obese and eating a lot of sugar and sweets is harmful for health (p < 0.001) The practice had improved among the study participants after 2 months of the intervention than before intervention (80.1% ± 5.1 vs. 68.5 ± 9.8%). Conclusion School nutrition intervention programs can have a great impact on knowledge and behavior of primary school students especially if various methods of teaching and learning were applied.

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