Teaching Realistic Mathematical Modeling in the Elementary School: A Teaching Experiment with Fifth Graders

1997 ◽  
Vol 28 (5) ◽  
pp. 577 ◽  
Author(s):  
Lieven Verschaffel ◽  
Erik De Corte
Keyword(s):  
Mathematical Modeling ◽  
Elementary School ◽  
Fifth Graders ◽  
Teaching Experiment

Teaching Realistic Mathematical Modeling in the Elementary School: A Teaching Experiment With Fifth Graders

1997 ◽  
Vol 28 (5) ◽  
pp. 577-601
Author(s):  
Lieven Verschaffel ◽  
Erik De Corte
Keyword(s):  
Mathematical Modeling ◽  
Elementary School ◽  
Present Article ◽  
Real World ◽  
Word Problems ◽  
Fifth Graders ◽  
Teaching Experiment ◽  
Classroom Culture ◽  
World Knowledge ◽  
Transfer Effects

Recent research has convincingly documented elementary school children's tendency to neglect real-world knowledge and realistic considerations during mathematical modeling of word problems in school arithmetic. The present article describes the design and the results of an exploratory teaching experiment carried out to test the hypothesis that it is feasible to develop in pupils a disposition toward (more) realistic mathematical modeling. This goal is achieved by immersing them in a classroom culture in which word problems are conceived as exercises in mathematical modeling, with a focus on the assumptions and the appropriateness of the model underlying any proposed solution. The learning and transfer effects of an experimental class of 10-and 11-year-old pupils—compared to the results in two control classes—provide support for the hypothesis that it is possible to develop in elementary school pupils a disposition toward (more) realistic mathematical modeling.

scholarly journals Complex Argumentation in Elementary School

2019 ◽  
Vol 13 (4) ◽  
pp. 221-246
Author(s):  
Jonathan Cervantes-Barraza ◽  
Guadalupe Cabañas-Sánchez ◽  
David Reid
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Fifth Graders ◽  
Teaching Experiment ◽  
Structural Level ◽  
Mathematical Argumentation ◽  
Complex Argumentation

This paper describes a study of mathematical argumentation in primary school. The principal aim is to explore the nature of complex argumentation at a structural level. The context of the study was a teaching experiment involving nine tasks that promoted argumentation among fifth graders. We use the framework and method of reconstructing complex argumentation in the classroom proposed by Knipping (2008). The findings show that complex argumentation at a structural level in the context of refuting conclusions is characterized by a source-like structure with the addition of a new refutation argument element.Handle: http://hdl.handle.net/10481/57623Scopus record and citations

Robótica Educacional e o ensino de Matemática

2021 ◽  
Author(s):  
José Ricardo e Souza Mafra ◽  
Angel Pena Galvão
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Student Learning ◽  
Educational Development ◽  
Teaching Experiment ◽  
Educational Robotics ◽  
Pedagogical Practice ◽  
Computer Lab ◽  
Teaching Of Mathematics ◽  
The City

Technologies are key alternative resources in the classroom. In relation to the teaching of mathematics, educational robotics can contribute to the development of learning and skills, where the use of technologies in education – as an important resource in educational development – proves to be increasingly permanent and present in our teaching environments. This book brings discussions and reflections on a teaching experiment, based on the use of robotics for the teaching of mathematics, showing the importance of technologies and their contribution to Education. The development of this proposal was organized according to a set of activities, through experiments in educational robotics, carried out in the computer lab of a municipal school, with students from the 7th year of elementary school, in the city of Santarém, state of Pará. The results obtained showed that the development of knowledge in technological areas encourages students to learn and collaborates for their interest, providing moments of significant learning within the discipline of Mathematics. As a result, the use of educational robotics in pedagogical practice resulted in participation, development of critical thinking and student learning, as well as contributing to the debate, involving discussions about interdisciplinarity between different areas of knowledge, such as education, mathematics and informatics.

Problem Posing and Solving with Mathematical Modeling

2005 ◽  
Vol 12 (3) ◽  
pp. 156-163 ◽  
Author(s):  
Lyn D. English ◽  
Jillian L. Fox ◽  
James J. Watters
Keyword(s):  
Mathematical Modeling ◽  
Elementary School ◽  
School Children ◽  
Real World ◽  
Elementary School Children ◽  
Problem Posing ◽  
Model Complex ◽  
Complex Relationships

In recent years, we have introduced elementary school children to the powerful world of mathematical modeling. Models are used to interpret real-world situations in a mathematical format. For example, graphs and tables model complex relationships among various phenomena.

From the Classroom: A Lesson on Logical Necessity

2006 ◽  
Vol 13 (1) ◽  
pp. 46-49
Author(s):  
Thomas C. O'Brien ◽  
Christine Wallach
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Fifth Graders ◽  
Logical Necessity ◽  
Teaching For Understanding ◽  
Veteran Teacher ◽  
University Professor ◽  
One Year

This article provides a glimpse into the work of fifth graders (ages 10–11) on a problem involving logical necessity. The research was part of a one-year collaboration between a university professor and his former student, a veteran teacher of twenty-plus years' experience, in an independent midwestern elementary school. The school's curriculum focuses on “teaching for understanding,” and problem solving plays an important role throughout the pupils' experiences. This is one of a series of reports on the various activities that resulted from this collaboration.

Problem Solvers: Solutions: Storm-water management

2010 ◽  
Vol 17 (2) ◽  
pp. 68-71
Keyword(s):  
Water Management ◽  
Elementary School ◽  
Fifth Graders ◽  
Original Version ◽  
Storm Water ◽  
Storm Water Management ◽  
Problem Solvers

Pat Lore from Dovercourt Elementary School in Edmonton, Alberta, posed this problem to her fifth graders. She had noted errors on the original version of the published activity sheets and corrected them before using the problem with her students. (We have also updated the problem accordingly.–Ed.)

Building picture frames

2016 ◽  
Vol 23 (5) ◽  
pp. 274-277
Author(s):  
Stephanie Sluyter
Keyword(s):  
Mathematical Modeling ◽  
Elementary School ◽  
Elementary School Teachers ◽  
School Teachers ◽  
The World

This month's problem offers students an opportunity to determine where we find math in the world, interpret it, and engage in mathematical modeling. Each month, elementary school teachers are presented with a problem along with suggested instructional notes and asked to use the problem in their own classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience.

scholarly journals Improving the experiment report writing skills of fifth graders through the discovery learning method

2018 ◽  
Vol 6 (1) ◽  
pp. 102
Author(s):  
Rita Indriyanti ◽  
Zuhdan Kun Prasetyo
Keyword(s):  
Elementary School ◽  
Fifth Graders ◽  
Writing Skills ◽  
Discovery Learning ◽  
Fifth Grade ◽  
Average Score ◽  
Learning Method ◽  
Writing Performance ◽  
Report Writing ◽  
Minimum Criteria

This study aimed to improve the experimental report writing skills through the discovery learning method of the fifth graders of  Muhammadiyah Sapen Elementary School Yogyakarta. This study was classroom action research. The subjects were 26 students of the fifth grade. The techniques for collecting data were observation, task, and documentation. The instruments of the data collection were observation sheets and writing performance. The result of this study showed that the process approach with the discovery learning method could improve the experimental report writing skills of the fifth-grade students of Muhammadiyah Sapen Elementary School Yogyakarta. It could be seen from the result of students’ observation sheet and writing performance. The observation result indicated the increase of the process and result of experimental report writing skills with the average score of 74.88 in Cycle I to 89.38 in Cycle II. The percentage of the Minimum Criteria for Mastery Learning in Cycle I was 60% and increased to 96% in Cycle II, with 24 the students achieved the mastery level and one failed. This showed that the students’ classical mastery was achieved.

scholarly journals PENERAPAN VIDEO SENAM KESEGARAN JASMANI 2012 UNTUK MENINGKATKAN GERAKAN SENAM KESEGARAN JASMANI SISWA KELAS V SD NEGERI 1 PANGGUNG BARAT MAGETAN

2016 ◽  
Vol 3 (02) ◽  
Author(s):  
Titin Kuntum Mandalawati
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Qualitative Analysis ◽  
Key Words ◽  
Fifth Graders ◽  
The Third ◽  
The Core ◽  
Before And After ◽  
Classroom Action Research ◽  
Descriptive Qualitative

<p>This research purposes to improve the movements of the fifth graders of the elementary school SD Negeri 1 Panggung Barat Magetan by applying the Gymnastic Video of “SenamKesegaranJasmani (SKJ)” 2012. This is a Classroom Action Research (CAR). The source of data are the fifth graders of SDN I Panggung Barat Magetan as many as 30. Data were collected through tests and observation. They are qualitatively described and the percentage of the distribution is provided. Results show that applying the SKJ video improved the movements of the fifth graders of SDN I Panggung Barat Magetan as indicated by the tests on their movements before and after the application of the video. The descriptive qualitative analysis improvements were visible on the cycle I, II and III in which there were three action meetings. In the first cycle it focused on the warming up, core and cooling-down movements. In the final meeting of the first cycle, a test was administered. In the first cycle it found improvement of 30% out of the 30 students i.e. 9 students. In the second cycle was reflection on the first cycle and another movement was added. In this cycle the emphasis was on the core movements and repeating the warming up and introducing the cooling-down ones. In thi final meeting of this cycle, a test was administered and all students took part. The second cycle witnessed improvement of 60%, 19 out of 30 students. The third cycle was a reflection on the second cycle in addition to another movement introduction. This cycle emphasized on the cooling-down movements and repetition on the warming up and core movements. In the final meeting, a test was administered to know whether or not the students improved. All of them participated. In this cycle it was found improvement of 75%, or 23 out of 30 students. However, there were 25 of them who could perform correctly. The percentage, therefore, changes into 80%. This is higher than the expected one on the third cycle. It is also revealed that 19.4% or 6 students were not able to perform the gymnastic correctly.</p><p> </p><p>Key words: SKJ 2012 Video, Gymnastic Movements<em></em></p>

scholarly journals THE NEUTRALIZATION ON AN EMPTY NUMBER LINE MODEL FOR INTEGER ADDITIONS AND SUBTRACTIONS: IS IT HELPFUL?

2020 ◽  
Vol 11 (1) ◽  
pp. 1-16
Author(s):  
Puspita Sari ◽  
Mimi Nur Hajizah ◽  
Swida Purwanto
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Design Research ◽  
Research Study ◽  
Number Line ◽  
Teaching Experiment ◽  
Fifth Grade ◽  
Mathematical Beliefs ◽  
School Students ◽  
Procedural Method

The number line and the neutralization model have been used very extensively in teaching integer additions and subtractions for decades. Despite their advantages, issues concerning subtractions on these models are still debatable. Therefore, the neutralization on an empty number line (NNL) model is proposed in this research to help students better understand the meaning of integer subtractions as well as additions. This report is a part of a design research study conducted in a classroom of 28 elementary school students at the fifth grade. Data were gathered by collecting students’ written work, conducting interviews and observations during the teaching experiment. This paper focuses on students’ perceptions of the NNL model and what factors that might contribute to students’ achievements in understanding integer additions and subtractions. The analysis revealed that most students overemphasized on the use of the NNL model as a procedural method instead of as a model for thinking. Moreover, students’ mathematical beliefs and conceptions on the use of the column strategy and the absence of a discussion on the need of using the model are found to be some factors that could cause students’ misunderstandings. However, with a thorough planning, the NNL model has a potential to help students developing a meaning of integer additions and subtractions.

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