scholarly journals Taking the Relational Structure of Fractions Seriously: Relational Reasoning Predicts Fraction Knowledge in Elementary School Children

2019 ◽  
Author(s):  
Priya B. Kalra ◽  
Edward M. Hubbard ◽  
Percival G Matthews
Keyword(s):  
Second Graders ◽  
Fifth Grade ◽  
Second Grade ◽  
Relational Reasoning ◽  
Reasoning Ability ◽  
Verbal Iq ◽  
Relational Structures ◽  
Fifth Grade Students ◽  
Magnitude Processing ◽  
General Test

Understanding and using symbolic fractions in mathematics is critical for access to advanced STEM concepts. However, children and adults consistently struggle with fractions. Here, we take a novel perspective on symbolic fractions, considering them within the framework of relational structures in cognitive psychology, such as those studied in analogy research. We tested the hypothesis that relational reasoning ability is important for reasoning about fractions by examining the relation between scores on a domain-general test of relational reasoning (TORR Jr.) and a test of fraction knowledge consisting of various types of fraction problems in 201 second grade and 150 fifth grade students. We found that relational reasoning was a significant predictor of fractions knowledge, even when controlling for non-verbal IQ and fractions magnitude processing for both grades. The effects of relational reasoning also remained significant when controlling for overall math knowledge and skill for second graders, but was attenuated for fifth graders. These findings suggest that this important subdomain of mathematical cognition is integrally tied to relational reasoning and opens the possibility that instruction targeting relational reasoning may prove to be a viable avenue for improving children’s fractions skills.

Children’s Revision of Textual Flaws

1997 ◽  
Vol 20 (4) ◽  
pp. 667-680 ◽  
Author(s):  
Catherine Ann Cameron ◽  
Gail Edmunds ◽  
Barbara Wigmore ◽  
Anne Kathryn Hunt ◽  
M. J. Linton
Keyword(s):  
Reading Difficulty ◽  
Fifth Grade ◽  
Second Grade ◽  
Writing Quality ◽  
Text Revision ◽  
Fifth Grade Students ◽  
Comprehension Skills ◽  
Surface Flaws ◽  
Text Reading ◽  
Reading Comprehension Skills

Two studies are reported here that investigated elementary school children’s text revision. In the first experiment, both semantic and surface flaws were inserted in texts that varied in reading difficulty. Second-grade through fifth-grade students revised these experimenter-generated passages, presented as examples of submissions to a class newspaper. Differences in text reading difficulty did not affect revision effectiveness, nor were the semantic flaws especially difficult to detect and revise. An age effect showed growth in the revision of both semantic and surface errors from grades 2 to 4 with 2nd-graders revising one-third of the inserted errors, and 4th- and 5th-graders revising three-quarters of them. Revision and cloze reading comprehension skills were correlated. A second study compared students’ revision of their own as well as another’s text flaws. Fifth-graders wrote a narrative for a classroom anthology, and they revised both their own and inserted flaws. Their writing was evaluated holistically. Rates of both semantic and surface revision were somewhat lower for their own as opposed to another’s text errors, but revision rates were nevertheless relatively high, and they correlated with writing quality; that is, children who wrote high-quality texts also revised more errors, especially experimenter-inserted flaws. These data confirm that children respond positively to writing challenges in the area of revision, a skill in process of development, which is amenable to inspection and appears ripe for facilitation.

scholarly journals GAYA BELAJAR SISWA BERPRESTASI AKADEMIK PADA KELAS V DI SEKOLAH DASAR NEGERI 02 KECAMATAN SABAK AUH KABUPATEN SIAK

2018 ◽  
Vol 2 (6) ◽  
pp. 984
Author(s):  
Eling Sutriani ◽  
Syahrilfuddin Syahrilfuddin ◽  
Eddy Noviana
Keyword(s):  
Learning Style ◽  
Third Grade ◽  
Fifth Grade ◽  
Second Grade ◽  
Learning Methods ◽  
Academic Achievements ◽  
Fifth Grade Students ◽  
Learning From Data ◽  
Analysis Technique ◽  
Data Collecting

This research is made to describe the learning methods that students with academic achievements usually do and the mostcommon learning style used by students with academic achievements have on fifth grade at SD Negeri 02 Bandar Sungai.The subjects of the research itself are student of first, second and third grade who have academic achievement. This researchis a qualitative research. The data collecting process is held through observations, interviews and documentations. Dataanalyst in this research is using Milles and Huberman data analysis technique, the process itself is done through cpllectig,reducing, displaying and taking conclusion. This research going through creadibility test, dependsbility, and confirmation togain data validation. The result of the research shows that students learning methods on fifth grade students of SD Negeri 02Bandar Sungai is the combination of vak learning methods. The tedency of student’s learning methods is various, the firstgrade students would prefer visual, second grade students prefer auditorial, and third grade students choose kinectical wayof learning. From data collecting exhibits, none of theree achievers students use one learning method in majority. Herewith,in this research the way of learning as may weel said as learning methods don’t affect student’s academic achievements.There are others indicators to it . That for instance, parent encouragement, teacher teaching methods, students learningenvironment, interes and genetic that runs in the family.

scholarly journals Making the Mock Newbery Their Own: A School/Library System Collaboration

2018 ◽  
Vol 16 (4) ◽  
pp. 30
Author(s):  
Alpha DeLap ◽  
Cecilia McGowan
Keyword(s):  
Book Club ◽  
School Library ◽  
Public Library ◽  
Fifth Grade ◽  
Second Grade ◽  
Library System ◽  
Fifth Grade Students ◽  
Second Grade Students ◽  
Lake Washington ◽  
Long Time

It was a warm June Chicago night, and we were talking about Mock Newbery programs in public and school libraries over dessert. After a bite of dark chocolate mousse, Cecilia said to me, “Well, what if we partnered on a Mock Newbery program this Fall?” I clapped my hands like one of my second grade students and said, “Yes, please!” I had dreamed of this moment for a long time. “Let’s be in touch at the end of the summer and see what is possible.”I teach at an independent school, St. Thomas School, preschool through grade 8, across Lake Washington from Seattle. In the past, I have run small Mock Newbery programs, like a traditional lunch book club. We have used the already curated book list from our local public library, which is part of the King County Library System, and usually a handful of fifth grade students participate.

scholarly journals Analisis Kemampuan Penalaran Matematis Siswa Kelas V dengan Menggunakan Model Pembelajaran Jigsaw dan Numbered Head Together (NHT)

2021 ◽  
Vol 1 (4) ◽  
pp. 302-305
Author(s):  
Dita Shinta Paramytha
Keyword(s):  
Test Data ◽  
Quantitative Method ◽  
Mathematical Reasoning ◽  
Fifth Grade ◽  
Reasoning Ability ◽  
Learning Models ◽  
Reasoning Abilities ◽  
Fifth Grade Students ◽  
Post Test ◽  
Quasi Experimental

Abstract: Mathematical reasoning ability is an ability that needs to be trained. To improve it, an attractive learning model is needed and requires active students. The purpose of the study was to explain the differences in students' mathematical reasoning abilities using a quasi-experimental quantitative method. Data obtained from pre-test and post-test data. The results showed no difference in the mathematical reasoning ability of fifth grade students using the Jigsaw and NHT learning models as evidenced by 0.878 smaller than 2.002. Sig. Value (2-tailed) bigger than 0.05 which is 0.384 bigger than 0.05. Abstrak: Kemampuan penalaran matematis merupakan kemampuan yang perlu dilatih. Untuk meningkatkannya, perlu model pembelajaran yang menarik dan menuntut siswa aktif. Tujuan penelitian untuk menjelaskan perbedaan kemampuan penalaran matematis siswa menggunakan metode kuantitatif kuasi eksperimen. Data diperoleh dari data pre-test dan post-test. Hasil penelitian menunjukkan tidak ada perbedaan kemampuan penalaran matematis siswa kelas V dengan menggunakan model pembelajaran Jigsaw dan NHT dibuktikan dengan 0,878 kurang dari 2,002. Nilai Sig. (2-tailed) lebih dari 0,05 yaitu 0,384 lebih dari 0,05.

Identification of Multiplicative Thinking in Children in Grades 1–5

1996 ◽  
Vol 27 (1) ◽  
pp. 41-51
Author(s):  
Faye B. Clark ◽  
Constance Kamii
Keyword(s):  
Fifth Graders ◽  
Second Graders ◽  
Higher Order ◽  
Fifth Grade ◽  
Second Grade ◽  
Multiplicative Thinking

Textbooks present multiplication as merely a faster way of doing repeated addition. However, research has shown that multiplication requires higher-order multiplicative thinking, which the child develops out of addition. Three hundred thirty-six children in grades 1–5 were interviewed individually using a Piagetian task to study their development from additive to multiplicative thinking. Multiplicative thinking was found to appear early (45% of second graders demonstrated some multiplicative thinking) and to develop slowly (only 48% of fifth graders demonstrated consistently solid multiplicative thinking). It was concluded that the introduction of multiplication in second grade is appropriate but that educators must not expect all children to use multiplication, even in fifth grade.

scholarly journals PhotoLingo—Development and Improvement of Higher-Order Thinking and Language Skills Through Photographs

2019 ◽  
Vol 199 (1) ◽  
pp. 45-56
Author(s):  
Ya’ara Gil-Glazer ◽  
Ofra Walter ◽  
Billie Eilam
Keyword(s):  
Study Skills ◽  
Language Skills ◽  
Intervention Group ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Photo Elicitation ◽  
Fifth Grade ◽  
Second Grade ◽  
Control Group ◽  
Fifth Grade Students

This article presents the major findings of a longitudinal study on the use of photograph-based assignments to improve higher-order thinking and language skills among second- and fifth-grade students using an intervention framework and a convergent mixed method (quantitative and qualitative) approach. The method promoted oriented study skills for students with an accent in the combination of higher-order thinking strategies, reading skills, and photo-elicitation. Participants in the second grade attained a level close to participants in the fifth grade. Students with different levels of language skills in the intervention group progressed significantly compared with the control group.

scholarly journals Symbolic Fractions Elicit an Analog Magnitude Representation in School-age Children

2019 ◽  
Author(s):  
Priya B. Kalra ◽  
John Binzak ◽  
Percival G. Matthews ◽  
Edward M. Hubbard ◽  
Percival G Matthews
Keyword(s):  
Formal Education ◽  
Response Times ◽  
Second Graders ◽  
Error Rates ◽  
Fifth Grade ◽  
School Age Children ◽  
Whole Numbers ◽  
Magnitude Processing ◽  
Formal Instruction ◽  
Analog Magnitude

A fundamental question about fractions is whether they are grounded in an abstract non-symbolic magnitude code, similar to those postulated for whole numbers. Mounting evidence suggests that symbolic fractions could be grounded in mechanisms for perceiving non-symbolic ratio magnitudes. However, systematic examination of such mechanisms in children has been lacking. We asked second and fifth grade children (prior to and after formal instructions with fractions, respectively) to compare pairs of symbolic fractions, non-symbolic ratios and mixed symbolic/non-symbolic pairs. This paradigm allowed us to test three key questions: 1) whether children show an analog magnitude code for rational numbers, 2) whether that code is compatible with mental representations of symbolic fractions, and 3) how formal education with fractions affects the symbolic-non-symbolic relation. We examined distance effects as a marker of analog ratio magnitude processing and notation effects as a marker of converting across numerical codes. Second and fifth grade children’s response times and error rates showed classic distance and notation effects. Non-symbolic ratios were processed most efficiently, with mixed and symbolic notations being relatively slower. Children with more formal instruction in symbolic fractions had a significant advantage in comparing symbolic fractions, but a smaller advantage for non-symbolic ratio stimuli. Supplemental analyses showed that second graders relied on numerator distance more than holistic distance, and fifth graders relied on holistic fraction magnitude distance more than numerator distance. These results suggest that children have a non-symbolic ratio magnitude code, and that symbolic fractions can be translated into that magnitude code.

Agreeableness, Conflict Resolution Tactics, and School Behavior in Second Graders

2016 ◽  
Vol 37 (3) ◽  
pp. 145-151 ◽  
Author(s):  
Daniel L. Gadke ◽  
Renée M. Tobin ◽  
W. Joel Schneider
Keyword(s):  
Conflict Resolution ◽  
Problem Behaviors ◽  
Second Graders ◽  
Adaptive Behaviors ◽  
Second Grade ◽  
School Behavior ◽  
Multiple Sources ◽  
School Based ◽  
Second Grade Students ◽  
Negotiation Tactics

Abstract. This study examined the association between Agreeableness and children’s selection of conflict resolution tactics and their overt behaviors at school. A total of 157 second graders responded to a series of conflict resolution vignettes and were observed three times during physical education classes at school. We hypothesized that Agreeableness would be inversely related to the endorsement of power assertion tactics and to displays of problem behaviors, and positively related to the endorsement of negotiation tactics and to displays of adaptive behaviors. Consistent with hypotheses, Agreeableness was inversely related to power assertion tactics and to displays of off-task, disruptive, and verbally aggressive behaviors. There was no evidence that Agreeableness was related to more socially sophisticated responses to conflict, such as negotiation, with our sample of second grade students; however, it was related to displays of adaptive behaviors, specifically on-task behaviors. Limitations, including potential reactivity effects and the restriction of observational data collection to one school-based setting, are discussed. Future researchers are encouraged to collect data from multiple sources in more than one setting over time.

PENERAPAN MODEL PEMBELAJARAN ROLE PLAYING UNTUK MENINGKATKAN HASIL BELAJAR BAHASA INDONESIA SISWA KELAS V SDN 032 KUALU KECAMATAN TAMBANG

2017 ◽  
Vol 1 (1) ◽  
pp. 38
Author(s):  
Hasan Basri
Keyword(s):  
Learning Outcomes ◽  
Action Observation ◽  
Action Planning ◽  
Role Playing ◽  
Fifth Grade ◽  
Learning Models ◽  
Student Activity ◽  
Fifth Grade Students ◽  
Average Activity ◽  
Increased Activity

The problem in this research is found in Indonesian subjects that of the 30 students with KKM 75, which has already reached KKM as many as 15 people (41.7%), while that has not reached the KKM as many as 21 students (58.3%). The situation was caused by the teacher in explaining the lesson Indonesian still using a model of lectures and familiarize students to memorize, so that students can develop their ideas. The problems of this study as follows: Is the learning model application role playing can improve learning outcomes Indonesian fifth grade students of SDN 032 Kualu Kecamatan Tambang? This study aims to improve learning outcomes Indonesian grade students of SDN 032 Kualu Kecamatan Tambang through the application of learning models role playing. This research was conducted one month from the month of April 2015. The research was conducted 2 cycles, with each cycle consisting of two meetings as well as twice daily tests. Classroom action research in order to succeed, the researchers set the stage that action planning, action, observation and reflection. Based on the research results, it could be concluded that the activity of teachers in learning implementation role playing, in the first cycle average teacher activity amounted to 62.50% in the category of less pretty, and the activities of teachers in the second cycle of 84.72% in both categories once. Thus there is increased activity of teachers by 22.22% from the first cycle to the second cycle. The average activity of students in the first cycle the percentage of student activity in learning tends to increase. At the first meeting with the average student activity that is 61.25% with the category enough. At the second meeting increased by an average of student activity that is 81.25% with the category enough. The average increase in the activity of the students from the first cycle to the second cycle of 20.00%. The class classically considered complete when a class has achieved a score of 85% of the amount due or to KKM 75 then the class is said to be completed (90.00%). From the above shows that the application of learning models can improve outcomes role playing learning Indonesian grade students of SDN 032 Kualu Kecamatan Tambang, it can be concluded that the hypothesis is accepted as true action.

PENGARUH MODEL PEMBELAJARAN COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TERHADAP KEMAMPUAN MENENTUKAN IDE POKOK PARAGRAF SISWA KELAS V SD NEGERI 003 PULAU KOPUNG KECAMATAN SENTAJO RAYA KABUPATEN KUANTAN SINGINGI

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Yuwanda Megri Santika ◽  
Otang Kurniaman ◽  
Zariul Antosa
Keyword(s):  
Main Idea ◽  
Learning Model ◽  
Communication Process ◽  
Fifth Grade ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Fifth Grade Students ◽  
Quasi Experimental ◽  
Main Ideas

Reading is one of the important aspects in the communication process. Reading can make someone better understand the contents of the reading. In learning to make it easier for students to understand the contents of the reading it will be easier if it begins with the ability to determine the main ideas of the paragraph. Based on this, the researcher conducted a study by applying the Cooperative Integrated Reading and Composition (CIRC) learning model to the ability to determine the main idea of the paragraph at the fifth grade students of SD 003 Pulau Kopung. This study aims to determine the effect of the CIRC learning model on the ability to determine the main ideas of paragraphs of fifth grade students of SD Negeri 003 Pulau Kopung. This research method is a quasi- experimental Nonequivalent Control Group Design. This research was conducted in two classes, the VA class as the control class and VB class as the experimental class with 22 students in each class. The results of the study showed that the CIRC learning model influenced the ability to determine paragraph main ideas with the results of calculations derived from the gain index, the experimental class using the CIRC learning model got an increase in gain of 0.59 with the middle class and the control class with the normal learning model got an increase of 0.31 with medium class.

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