Connecting concrete objects and abstract symbols promotes children's mathematics learning

2019 ◽  
Author(s):  
Andrea Marquardt Donovan ◽  
Emily Fyfe
Keyword(s):  
Young Children ◽  
Test Scores ◽  
Transfer Test ◽  
Mathematics Learning ◽  
Place Value ◽  
Concrete Manipulatives ◽  
Concrete Objects

Young children often learn mathematics concepts with concrete manipulatives (e.g., blocks, counters); yet, the mere use of manipulatives does not ensure successful learning. The current study compared different ways of using manipulatives (i.e., base-ten blocks) in conjunction with written symbols. Children (N = 138, M age = 6.86) learned about place value in one of four conditions: Concrete Only, Direct Comparison, Two-Step Fading, and Three-Step Fading. Condition differences at posttest favored the fading conditions in which problem formats transitioned from concrete objects to written numerals. More robustly, children who learned the connections between the objects and symbols exhibited higher posttest and transfer test scores relative to children who did not, over and above general learning during the lesson.

PENERAPAN METODE DISKUSI UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS I SDN 004 TEMBILAHAN KOTA KECAMATAN TEMBILAHAN KABUPATEN INDRAGIRI HILIR

2018 ◽  
Vol 2 (2) ◽  
pp. 173
Author(s):  
Jaimah Jaimah
Keyword(s):  
Action Research ◽  
Initial Data ◽  
Learning Outcomes ◽  
Learning Process ◽  
Mathematics Learning ◽  
First Grade ◽  
Average Value ◽  
Concrete Objects ◽  
The Subject ◽  
Classroom Action Research

The background of this research is the low of mathematics learning result of grade 1 student of SDN 004Tembilahan Kota, for that done perbaiakan learning process by applying method of discussion. This researchwas conducted in SDN 004 Tembilahan Kota with the subject of research is the first grade students with 36students. This research is a classroom action research conducted two cycles. Based on the results of theresearch, it is found that the use of the method of disuksi can improve the students' learning outcomes aboutknowing and determining the length and weight with nonstandard units using concrete objects / concretesituation in the initial data, the total number of completed students is 12 students (33.3%) average 55.83. In thefirst cycle has increased the number of students who complete is 26 students (77.22%) with an average value of80.00. In the second cycle has increased with the total number of students who completed is 32 students (88.89)with an average value of 88.06.

The Influence of Structural Aspects of the English Counting Word System on the Teaching and Learning of Place Value

1998 ◽  
Vol 59 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Ian Thompson
Keyword(s):  
Young Children ◽  
Teaching And Learning ◽  
Place Value ◽  
Single Digit ◽  
Value System ◽  
Number Words ◽  
Large Numbers ◽  
Structural Aspects

The influence of structural aspects of the English counting word system on the teaching and learning of place value In their discussion of the teaching of place value to young children Fuson and Briars (1990) describe the extent to which the English spoken system of number words constitutes a ‘named value’ system for large numbers. They argue that, because two-digit numbers are not ‘named value’, teachers should move from teaching single-digit calculations to teaching calculations with large numbers, only returning to two-digit numbers when children are familiar with the standard written algorithms. This article uses transcriptions of children calculating mentally to suggest that they appear to take advantage of the ‘partitionable’ aspect of the language associated with two-digit numbers - an aspect that Fuson and Briars (1990) appear to have ignored. These examples appear to raise questions about their recommendation that teachers should progress from single-digit to large number calculations.

Language Skills of Children With and Without Mathematics Difficulty

2021 ◽  
pp. 1-7
Author(s):  
Jason C. Chow ◽  
Caitlyn E. Majeika ◽  
Amanda W. Sheaffer
Keyword(s):  
Working Memory ◽  
Young Children ◽  
School Readiness ◽  
Language Skills ◽  
Mathematics Learning ◽  
Mathematics Performance ◽  
Second Grade ◽  
Language Performance ◽  
Language Measures ◽  
Mathematics Difficulty

Purpose Language is an important skill required for children to succeed in school. Higher language skills are associated with school readiness in young children and general mathematics performance. However, many students with mathematics difficulty (MD) may be more likely to present difficulties with language skills than their peers. The purpose of this report was to compare the language performance of children with and without MD. Method We compared child vocabulary, morphology, and syntax between first- and second-grade children ( N = 247) classified as with or without MD, controlling for child working memory. Results Children with MD ( n = 119) significantly underperformed compared with their peers ( n = 155) on all language measures. The largest difference between children with and without MD was in syntax. Conclusions Children with MD present poorer language skills than their peers, which aligns with previous research linking the importance of syntax with mathematics learning. More research is needed to better understand the complex links between language skills and mathematical development.

The Struggle to Link Written Symbols with Understandings: An Update

1989 ◽  
Vol 36 (7) ◽  
pp. 38-44
Author(s):  
James Hiebert
Keyword(s):  
Young Children ◽  
Real World ◽  
Mathematics Learning ◽  
Older Children ◽  
Simple Addition ◽  
Addition And Subtraction ◽  
The One ◽  
Real World Problems

Two of the most striking and informative results from recent research on children's mathematics learning are the following. On the one hand, many children possess a surprising degree of competence with mathematical situations outside of school. For example, before beginning school, most young children can solve simple addition and subtraction stories, such as “Mary has 8 pennies. She gives 3 pennies to Roger. How many does she have left?” (Carpenter and Moser 1984; DeCorte and Verschaffel 1987; Riley, Greeno, and Heller 1983). In other words, before children have been taught how to add and subtract, they can solve addition and s ubtraction problems. Similarly, older children, as well as adults, can solve a variety of real-world problems using strategies that they have not learned directly in school (Carraher, Carraher, and Schliemann 1987; Lave, Murtaugh, and de Ia Rocha 1984; Scdbner 1984).

The Influence Of The Birth Month On The Physical Test Scores Of Young Children

2011 ◽  
Vol 43 (Suppl 1) ◽  
pp. 892
Author(s):  
Takahiro Nakano ◽  
Kosho Kasuga ◽  
Kazuo Oguri
Keyword(s):  
Young Children ◽  
Test Scores ◽  
Physical Test ◽  
Birth Month

Young Children, Mathematics, and Coding

2015 ◽  
pp. 308-329 ◽  
Author(s):  
George Gadanidis
Keyword(s):  
Young Children ◽  
Learning Environment ◽  
Computer Programming ◽  
Learning Experience ◽  
Mathematics Learning ◽  
Wide Audience ◽  
Programming Environments ◽  
Prerequisite Knowledge ◽  
Meaningful Context

In recent years, there have been renewed calls for young children to learn to code, using computer programming environments that offer low floor, high ceiling, wide walls coding experiences. That is, students engage with coding with minimal prerequisite knowledge, have opportunities to explore more complex coding concepts and problems, and can pursue many different interests and for a wide audience. This chapter considers how a low floor, high ceiling, wide walls learning environment may be used to couple coding with mathematics, so as to provide young children both a meaningful context for coding and a rich mathematics learning experience. Using cases from classroom-based research and math and coding apps currently under development, the discussion is organized around two questions: (1) How might we design low floor, high ceiling, wide walls mathematics experiences for young children? and (2) How might coding be used to model mathematics concepts and relationships?

Difusi Inovasi Melalui Pendampingan Mgmp Matematika Smp Dalam Pembuatan Video Virtualisasi Manipulatif Konkret Untuk Pembelajaran Jarak Jauh

2021 ◽  
Vol 5 (2) ◽  
pp. 121-131
Author(s):  
Isti Hidayah ◽  
A Agoestanto ◽  
A.N Cahyono ◽  
Z Abidin
Keyword(s):  
Distance Learning ◽  
Mathematics Learning ◽  
Video Quality ◽  
Average Score ◽  
Effective Implementation ◽  
Product Innovations ◽  
Concrete Manipulatives ◽  
Self Test ◽  
Learning Policies

During the Covid-19 pandemic, teacher problems increased to maintain the effective implementation of mathematics learning. The available classical and individual concrete manipulative product innovations cannot be used in learning because learning policies during the pandemic still have to be carried out as distance learning. To overcome this problem, assistance was carried out in making videos of using concrete manipulatives to MGMP as concrete manipulative virtualization. The results of this activity show that there is an increase in the average score of the overall pre-self test competence to the post-self test. The same is true for each competency. In addition to producing video products on target, video quality is better, as well as increasing personal partners who act as actors and narrators. As a suggestion in this activity, mentoring continues to be carried out on an ongoing basis as a stage of diffusion of other innovation products and guidance for MGMP and partners of this activity can transmit to other MGMP member teachers.

Death Education: A Comparison of two Programs for Mothers of Young Children

1996 ◽  
Vol 34 (2) ◽  
pp. 149-162 ◽  
Author(s):  
Frank J. Richardson ◽  
Kevin P. Weinfurt
Keyword(s):  
Young Children ◽  
Test Scores ◽  
State Anxiety ◽  
Control Group ◽  
Death Education ◽  
Education Programs ◽  
Treatment Groups ◽  
Post Test ◽  
Post Hoc ◽  
Future Plans

The study compared two death education programs for mothers ( N = 90) of young children. Pre- and post-test scores on the State-Anxiety Scale and researcher-designed instruments that included the Children's Questions About Death Scale (CQADS) and Future Plans Inventory (FPI) were compared. Mothers in both the Didactic and Didactic-Experiential programs scored significantly higher than the Control group in their level of effectiveness in responding to children's questions, but the two treatment groups did not significantly differ from each other. Neither the Didactic Death Education nor the Didactic-Experiential Death Education programs significantly affected mothers' anxiety before responding to children's questions about death. Post hoc analyses suggested trends relating subject characteristics to mother's level of effectiveness in responding to a child's questions about death.

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