Effect of the Analysis of Algorithm Execution Time, Adopting Unplugged Method, on Third Grade Elementary Students' Computational Thinking Ability

2019 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Elementary Students ◽  
Execution Time ◽  
Computational Thinking ◽  
Third Grade ◽  
Analysis Of Algorithm ◽  
Thinking Ability

scholarly journals EFFECTS OF EXPLICIT TIMING ON MATHEMATICS PROBLEM COMPLETION RATES IN AFRICAN-AMERICAN THIRD-GRADE ELEMENTARY STUDENTS

1998 ◽  
Vol 31 (4) ◽  
pp. 673-677 ◽  
Author(s):  
Katrina N. Rhymer ◽  
Christopher H. Skinner ◽  
Carlen Henington ◽  
Robyn A. D'Reaux ◽  
SanPier Sims
Keyword(s):  
African American ◽  
Elementary Students ◽  
Third Grade ◽  
Completion Rates ◽  
Explicit Timing ◽  
Mathematics Problem

Teaching Strategies Guidelines to Foster the Computational Thinking Ability in Higher Education

2021 ◽  
Author(s):  
Virawan Amnouychokanant ◽  
Surapon Boonlue ◽  
Saranya Chuathong ◽  
Kuntida Thamwipat
Keyword(s):  
Higher Education ◽  
Teaching Strategies ◽  
Computational Thinking ◽  
Thinking Ability

scholarly journals Levels of Sophistication in Elementary Students’ Understanding of Polygon Concept and Polygons Classes

Mathematics ◽  
2021 ◽  
Vol 9 (16) ◽  
pp. 1966
Author(s):  
Melania Bernabeu ◽  
Salvador Llinares ◽  
Mar Moreno
Keyword(s):  
Elementary Students ◽  
Third Grade ◽  
Mathematical Language ◽  
Mental Process ◽  
Mathematical Meaning ◽  
Mental Operation ◽  
Spatial Structuring ◽  
Four Levels ◽  
Children’S Thinking

This paper reports sophistication levels in third grade children’s understanding of polygon concept and polygon classes. We consider how children endow mathematical meaning to parts of figures and reason to identify relationships between polygons. We describe four levels of sophistication in children’s thinking as they consider a figure as an example of a polygon class through spatial structuring (the mental operation of building an organization for a set of figures). These levels are: (i) partial structuring of polygon concept; (ii) global structuring of polygon concept; (iii) partial structuring of polygon classes; and (iv) global structuring of polygon classes. These levels detail how cognitive apprehensions, dimensional deconstruction, and the use of mathematical language intervene in the mental process of spatial structuring in the understanding of the classes of polygons.

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