scholarly journals Longitudinal Impacts of Home Computer Use on Primary School Children s Reading and Mathematics Achievement

2019 ◽  
Vol 11 (2) ◽  
pp. 125-134
Author(s):  
Ebrahim Talaee ◽  
Kathy Sylva ◽  
Maria Evangelou ◽  
Omid Noroozi
Keyword(s):  
Mathematics Achievement ◽  
Primary School ◽  
School Children ◽  
Computer Use ◽  
Primary School Children ◽  
Home Computer ◽  
And Mathematics ◽  
Reading And Mathematics

scholarly journals Micronutrients Intake and Mathematics Achievement among Primary School Children in Magelang, Central Java

2020 ◽  
Vol 5 (2) ◽  
pp. 182-192
Author(s):  
Romiza Arika ◽  
◽  
Sapja Anantanyu ◽  
Yulia Lanti Retno Dewi ◽  
◽  
...  
Keyword(s):  
Mathematics Achievement ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Central Java ◽  
And Mathematics

scholarly journals Assessing adaptation capabilities in primary school children attending schools with different educational processes

2021 ◽  
Vol 100 (5) ◽  
pp. 495-500
Author(s):  
Olga A. Maklakova ◽  
Darya A. Eisfeld ◽  
Nina V. Zaitseva
Keyword(s):  
Primary School ◽  
School Children ◽  
Teaching And Learning ◽  
Educational Process ◽  
Primary School Children ◽  
Adaptation Mechanism ◽  
Nervous Systems ◽  
Adaptation Mechanisms ◽  
Educational Processes ◽  
And Mathematics

Introduction. Innovative teaching and learning systems involve intensification of the educational process and greater academic loads; it results in the exertion of adaptation systems in a body, especially when it comes to primary school children. Purpose of the study. Our research goal was to assess peculiarities of adaptation capabilities in primary school children who attended schools with different educational processes. Material and methods. To study peculiarities of adaptation capabilities in primary school children, we performed a clinical examination of 183 children (51.4% boys and 48.6% girls, the average age being 9.51±0.17) who attended a lyceum (group A), a school with advanced studies of physics and mathematics (Group B), and an ordinary secondary school (Group C). We also analyzed how intense educational loads were in all three educational establishments. Children’s adaptation capabilities were assessed as per functional parameters of their cardiovascular and vegetative nervous systems and catecholamines’ contents in blood. Results. The entry-level secondary schools tend to have more intense educational processes. We established that primary school children who attended a lyceum faced 1.5 times greater intellectual and sensory loads; children who attended a school with advanced studies of physics and mathematics had educational loads that were 1.3-1.4 times more monotonous than in other establishments; children who attended an ordinary school had to bear 1.8 times higher emotional loads. ⅔ primary school children had exertion of functional reserves in their cardiovascular system caused by a longer educational load duration. 36% of primary school children who attended a school with advanced studies of physics and mathematics had tension in their adaptation mechanisms caused by monotonous educational loads combined with lower noradrenalin contents in blood. Those children also ran up to 4.9 times higher risks of adaptation mechanism exertion. 48.5-56.7% of children who attended a lyceum and an ordinary school had vegetative imbalance that became apparent via activated adaptation-trophic influence promoted by the sympathetic section in the vegetative nervous systems and related to the duration of learning activities. Conclusion. Intensification of the educational process results in disorders of compensatory-adaptation mechanisms in primary school children.

The Relationship Between Approximate Number System and Mathematics Competency in Indonesian Primary School Children

2018 ◽  
Vol 24 (8) ◽  
pp. 6259-6264
Author(s):  
Kevin Wijaya ◽  
Fransiskus X Ivan ◽  
Adre Mayza
Keyword(s):  
Response Time ◽  
Primary School ◽  
School Children ◽  
Weber Fraction ◽  
Number System ◽  
Primary School Children ◽  
Methodological Aspect ◽  
Approximate Number System ◽  
And Mathematics ◽  
The Relationship

The purpose of this study is to investigate the relationship between Approximate Number System (ANS), a cognitive system which represents and estimates the cardinality of a set, and mathematics competency of primary school children. Many findings on ANS and its relations with mathematics competency showed inconsistency. This research is the first of its kind in Indonesia. 318 fourth and fifth-grade primary school students were instructed to perform non-symbolic (dots) comparison task to measure their Weber fraction (w), accuracy (percentage correct), and response time (ms) which are the measurement for ANS acuity. Mathematics competencies of the students were taken from school’s report card and the data were standardized for each school separately. Correlation and regression linear analysis were conducted to find the relationship between ANS acuity and mathematics’ competency. Analysis showed there was a weak but significant (p < 0.05) correlation between two measurements of ANS acuity, namely the Weber fraction and accuracy, with mathematics competency, but not response time (p > 0.05). Further analysis with linear regression showed there was no relationship between the two variables and mathematics score, which disproves this correlation. This study shows that there is no relationship between children’s ANS acuity and mathematics competency. Intrinsic factors such as children’s attention, engagement, and motivation, also methodological aspect needed further consideration. Future studies are needed to investigate the methodological aspect related to the measurement of ANS and mathematics’ competency as there is no ‘gold standard’ yet to measure ANS.

scholarly journals Longitudinal development of number line estimation and mathematics performance in primary school children

2015 ◽  
Vol 134 ◽  
pp. 12-29 ◽  
Author(s):  
Ilona Friso-van den Bos ◽  
Evelyn H. Kroesbergen ◽  
Johannes E.H. Van Luit ◽  
Iro Xenidou-Dervou ◽  
Lisa M. Jonkman ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Number Line ◽  
Mathematics Performance ◽  
Primary School Children ◽  
Longitudinal Development ◽  
Number Line Estimation ◽  
And Mathematics

scholarly journals The developmental relations between spatial cognition and mathematics in primary school children

2018 ◽  
pp. e12786 ◽  
Author(s):  
Katie A. Gilligan ◽  
Alex Hodgkiss ◽  
Michael S. C. Thomas ◽  
Emily K. Farran
Keyword(s):  
Primary School ◽  
Spatial Cognition ◽  
School Children ◽  
Primary School Children ◽  
And Mathematics

Issues about home computer workstations and primary school children in Hong Kong: A pilot study

Work ◽  
2014 ◽  
Vol 48 (4) ◽  
pp. 485-493
Author(s):  
Grace Py Szeto ◽  
Macy Mei Sze Tsui ◽  
Winky Wing Yu Sze ◽  
Irene Sin Ting Chan ◽  
Cyrus Chak Fai Chung ◽  
...  
Keyword(s):  
Hong Kong ◽  
Pilot Study ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Home Computer

scholarly journals Entrepreneurship Education in Mathematics Education for Future Primary School Teachers

2019 ◽  
Vol 10 (2) ◽  
pp. 89-99
Author(s):  
Anita Summer
Keyword(s):  
Primary School ◽  
School Children ◽  
Role Models ◽  
Entrepreneurship Education ◽  
Primary School Children ◽  
School Teachers ◽  
Primary School Teachers ◽  
And Mathematics ◽  
The University

Abstract Teachers act as role models and through their activities are active co-designers of future generations. Independent thinking and taking responsible, sustainable actions form the basis for a vibrant society. Entrepreneurship skills can already be fostered in primary school children. This requires well-trained primary school teachers. The following text deals with the contents of “Entrepreneurship Education and Mathematics”, which the curriculum provides for primary school children as well as for students of primary school education. In a case study the author describes the implementation of a course at the University College of Teacher Education Vienna/Krems as taught since 2015.

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