Metaphorical Perceptions of Fourth-Grade Primary Students towards Mathematics Lesson

Identity is an important tool for understanding students' participation in mathematics lessons. Researchers usually examine identity at a macro-scale: across typical classroom activity and in students' self-reports. However, learning occurs on a micro-scale: in moments during a lesson. To capture identity in these moments, I used positioning theory to develop a framework of micro-identity and then to examine the identities and learning of 1 fourth-grade student during 1 mathematics lesson. This study demonstrates how mathematical identities can shift in dramatic ways in response to minor changes in context so that a student might be, in one moment, engaged in an identity that undermines learning and then later engaged in an academically productive identity. These shifting micro-identities have important implications for mathematical learning, classroom contexts, and macro-identities.

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Walking around the curriculum tree: An analysis of a third/fourth-grade mathematics lesson

Journal of Curriculum Studies ◽

10.1080/0022027032000083560 ◽

2003 ◽

Vol 35 (5) ◽

pp. 567-584 ◽

Cited By ~ 12

Author(s):

Vicki Ross

Keyword(s):

Fourth Grade ◽

Mathematics Lesson

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Improving Learning Outcomes of Mathematics Lesson Through Roman Numeral Puzzle at Fourth Grade Elementary School Students in Malang

Proceedings of the 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017) ◽

10.2991/icsse-17.2018.57 ◽

2018 ◽

Cited By ~ 1

Author(s):

R. Kartini

Keyword(s):

Elementary School ◽

Learning Outcomes ◽

Elementary School Students ◽

Fourth Grade ◽

Mathematics Lesson ◽

Roman Numeral ◽

School Students

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Dördüncü Sınıf Öğrencilerinin Matematik Dersine Yönelik Tutumları İle Matematik Kaygı Düzeyleri Arasındaki İlişkinin İncelenmesi

Journal of Social Research and Behavioral Sciences ◽

10.52096/jsrbs.6.1.7.13.10 ◽

2021 ◽

Vol 7 (13) ◽

pp. 181-196

Author(s):

Murat ŞAHİN

Keyword(s):

Mathematics Anxiety ◽

Primary Schools ◽

Short Form ◽

Fourth Grade ◽

Education Level ◽

Mathematics Lesson ◽

Fourth Grade Students ◽

Attitudes Towards Mathematics ◽

Anxiety Levels ◽

Students Attitudes

The aim of this study is to examine the relationship between fourth grade students' attitudes towards mathematics and their mathematics anxiety levels. Relational screening model was used in the research. The study group of the research consists of 623 fourth grade students studying in primary schools in Edremit District of Van province in the 2019-2020 academic year. The research data were obtained by using the "Attitude Scale Short Form" adapted by Hacıömeroğlu (2014), the "Mathematics Anxiety Scale" developed by Bindak (2005), and the "Personal Information Form" prepared by the researcher. In the analysis of the data, the value obtained by using descriptive analysis, Parametric Difference Tests (independent groups t-test and ANOVA) and Pearson Product-Moment Correlation Coefficient within the scope of correlation analysis was evaluated with a two-way hypothesis test at the 0.05 significance level. As a result of the analyzes, it was seen that the attitudes of the fourth grade students towards the mathematics lesson were above the average, and the attitudes of the students towards the mathematics lesson did not differ according to gender and mother education level, but differed according to the education level of the father. In the study, it was also observed that there was a negative and significant relationship between students' attitudes towards mathematics and their mathematics anxiety levels. This relationship, which was determined as a result of the research, shows the existence of many common variables that affect the attitudes of fourth grade students towards mathematics and their mathematics anxiety levels.

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Using Multilinguistic Strategies to Improve Decoding in Older School-Age Students in a Contextualized and Motivational Approach

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig1.105 ◽

2017 ◽

Vol 2 (1) ◽

pp. 105-112 ◽

Cited By ~ 2

Author(s):

Ginger Collins ◽

Julie A. Wolter

Keyword(s):

Struggling Readers ◽

Morphological Awareness ◽

Reading Acquisition ◽

Fourth Grade ◽

School Age ◽

Academic Vocabulary ◽

Motivation To Read ◽

Elementary Years

The multilinguistic skills of phonological, orthographic, and morphological awareness codevelop and appear to all be important for reading acquisition in the elementary years. By fourth grade, the academic vocabulary words to which students are exposed become more content-specific and frequently contain multiple morphological units. Struggling readers often lack motivation to read. The purpose of this article is to (a) review the evidence basis for providing multilinguistic instruction, and (b) provide a model for teaching multilinguistic strategies by using Latin and Greek roots within the context of creating superhero comics to promote decoding in an engaging manner.

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