scholarly journals Concepciones de estudiantes de Educación Básica sobre perímetro y área

2017 ◽  
Vol 8 (1) ◽  
pp. 71-80
Author(s):  
Mayra Yolanda Rangel Martínez ◽  
Sandra Milena Murcia Pardo
Keyword(s):  
Problem Solving ◽  
Diagnostic Test ◽  
Exploratory Study ◽  
Basic Education ◽  
Sixth Grade ◽  
Key Informants ◽  
Preliminary Results ◽  
Sixth Grade Students ◽  
Graphic Representations ◽  
Area And Perimeter

Resumen: Este artículo presenta los resultados preliminares de un estudio exploratorio sobre las concepciones que poseen los estudiantes de grado sexto de Educación Básica sobre las nociones de perímetro y área. La investigación está enmarcada en el enfoque naturalista de corte cualitativo. Los datos de la prueba diagnóstica se interpretan a la luz de los elementos conceptuales y teóricos las representaciones dadas por los informantes cuando resuelven problemas y argumentan situaciones que involucran los conceptos de perímetro y área. Los informantes clave son diez estudiantes de sexto grado de Educación Básica del Colegio Gran Mariscal de Ayacucho de Sucre (Santander). El análisis de la información consistió en determinar las principales categorías emergentes del estudio. Dentro de los resultados obtenidos se destaca que gran parte de los estudiantes demuestran poseer nociones claras de contorno y superficie, pero no tanto sobre perímetro y área. También se percibe que los estudiantes confunden área con perímetro y no asocian las unidades de medida de los conceptos.Palabras clave Área y perímetro – representaciones gráficas - resolución de problemasAbstract: This article presents the preliminary results of an exploratory study on the conceptions that the sixth grade students of Basic Education have about the notions of perimeter and area. The research is framed in the qualitative naturalistic approach. The data of the diagnostic test are interpreted in the light of the conceptual and theoretical elements, the representations given by the informants when they solve problems and argue situations involving the concepts of perimeter and area. The key informants are ten students of the sixth grade of Basic Education of the Gran Mariscal School of Ayacucho de Sucre (Santander). The analysis of the information consisted in determining the main categories emerging from the study. Among the results obtained, it is highlighted that a large part of the students demonstrate clear notions of contour and surface, but not so much on perimeter and area. It is also perceived that students confuse area with perimeter and do not associate units of measurement of concepts.Keywords Area and perimeter - graphic representations - problem solving

scholarly journals Factors Influencing Mathematic Problem-Solving Ability of Sixth Grade Students

2009 ◽  
Vol 5 (4) ◽  
pp. 381-385 ◽  
Author(s):  
Sakorn Pimta ◽  
Sombat Tayruakham ◽  
Prasart Nuangchale
Keyword(s):  
Problem Solving ◽  
Sixth Grade ◽  
Factors Influencing ◽  
Sixth Grade Students

scholarly journals The Relationships between Teacher Quality and Sixth Grade Students’ Mathematics Competencies in Kenya and Zimbabwe

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Rachel Angela Ayieko ◽  
Gibbs Kanyongo ◽  
Bryan Nelson
Keyword(s):  
Problem Solving ◽  
Teacher Quality ◽  
Teaching Experience ◽  
Sixth Grade ◽  
Thinking Skills ◽  
Early Years ◽  
Eastern Africa ◽  
Quality Factors ◽  
Policy And Practice ◽  
Sixth Grade Students

Students should begin to engage in problem-solving and higher order thinking skills in mathematics in the early years of school in preparation for 21st-century technology and problem-solving competencies. Using the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ), this study examines the distribution of significant teacher quality factors related to sixth-grade students’ mathematics competencies across the regions of Kenya and Zimbabwe. The mathematics competencies range from Pre-numeracy to Abstract Problem Solving level. First, we use a multi-level regression model to analyze the relationships between teacher quality and students’ mathematics competencies to find out which teacher quality variables are important for the improvement in students’ mathematics competencies in the participating countries. We then illustrate the distributions of the teacher quality factors within the regions in Kenya and Zimbabwe. From the multilevel model analysis, the teacher quality factors related to students’ increase in mathematics competencies were teaching experience, mathematics competencies, and teachers’ academic qualifications. We observe that students taught by permanently employed teachers had lower math competencies and that the days spent by the teachers in professional development influence students’ mathematics competencies negatively. The distributions of these teacher quality factors that matter in sub-Sahara Africa are concentrated in the capital cities and particular regions in Kenya and Zimbabwe. Implications for policy and practice are discussed.

What Factors Make a Multimedia Learning Environment Engaging

2009 ◽  
pp. 173-192 ◽  
Author(s):  
Min Liu ◽  
Paul Toprac ◽  
Timothy T. Yuen
Keyword(s):  
Problem Solving ◽  
Intrinsic Motivation ◽  
Learning Environments ◽  
Social Relations ◽  
Multimedia Learning ◽  
Comparative Method ◽  
Sixth Grade ◽  
Sixth Grade Students ◽  
Constant Comparative Method ◽  
Multimedia Learning Environment

The purpose of this study is to investigate students’ engagement with a multimedia enhanced problem-based learning (PBL) environment, Alien Rescue, and to find out in what ways students consider Alien Rescue motivating. Alien Rescue is a PBL environment for students to learn science. Fifty-seven sixth-grade students were interviewed. Analysis of the interviews using the constant comparative method showed that students were intrinsically motivated and that there were 11 key elements of the PBL environment that helped evoke students’ motivation: authenticity, challenge, cognitive engagement, competence, choice, fantasy, identity, interactivity, novelty, sensory engagement, and social relations. These elements can be grouped into 5 perspectives of the sources of intrinsic motivation for students using Alien Rescue: problem solving, playing, socializing, information processing, and voluntary acting, with problem solving and playing contributing the highest level of intrinsic motivation. The findings are discussed with respect to designing multimedia learning environments.

Reading as an Access to Mathematics Problem Solving on Multiple-Choice Tests for Sixth-Grade Students

1999 ◽  
Vol 93 (2) ◽  
pp. 113-125 ◽  
Author(s):  
Robert Helwig ◽  
Marick A. Rozek-tedesco ◽  
Gerald Tindal ◽  
Bill Heath ◽  
Patricia J. Almond
Keyword(s):  
Problem Solving ◽  
Multiple Choice ◽  
Sixth Grade ◽  
Multiple Choice Tests ◽  
Mathematics Problem Solving ◽  
Sixth Grade Students ◽  
Choice Tests ◽  
Mathematics Problem
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