VARIOUS PROBLEMS FOR TEACHING GEOMETRY TO THIRD GRADE STUDENTS

The knowledge on geometry are of great importance for the understanding of reality. Spatial notion and geometrical concepts, graphical skills and habits are an important part of the study of geometrical knowledge in elementary school as propedeutics of the system course on geometry in the next school levels. In the recent years, education in Bulgaria follows the trends imposed by the European Union related to the acquiring of some basic key competencies. They promote to the improvement of knowledge, skills, abilities and attitudes of students and their more successful social development. From the school year 2016/2017, the education in the Bulgarian schools is in accordance with the new Law on pre-school and school education. Under this law, students are teached under new curriculum and teaching kits for the corresponding class. According to the new curriculum, the general education of the students of I-IV grade, covers basic groups of key competencies. Here, much more attention is paid also to the results of international researches on the students’ performance in mathematics. Primary school students participate in international competitions and Olympiads, which lead to the need of working on more mathematical problems with geometric content of the relevant specific types. This allows to study and use author’s various mathematical problems for teaching geometry. Their purpose is to contribute to the expansion of space notions of the students, to develop their thinking and imagination. This article is dedicated to the application of author’s various mathematical problems and exercises for teaching students from the third grade through which the geometrical knowledge and skills of the students develop and build. The solving of the mathematical problems is realized on a rich visual-practical basis, providing conditions for inclusion of the students in various activities. The proposed various mathematical problems are developed by themes including fully geometric problems and exercises for teaching mathematics to third grade students. Teaching by using the various mathematical problems was held with 149 students from third grade, from five schools - three in Sofia and two in smaller towns, in the school year 2016/2017.

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Improving Student Learning Outcomes Through IT-Based Discovery Learning Class III Elementary School Suggestion Sentence Material

Social, Humanities, and Educational Studies (SHEs): Conference Series ◽

10.20961/shes.v3i4.53290 ◽

2021 ◽

Vol 3 (4) ◽

pp. 111

Author(s):

Eva Zumroh Rosiana

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Learning Model ◽

Discovery Learning ◽

Third Grade ◽

Class Iii ◽

School Year ◽

Third Grade Students ◽

Improving Student Learning

<p><em>This classroom action research aims to improve student learning outcomes for suggestion sentences by implementing an IT-based discovery learning model in class III SD Negeri Mrisen 1, Wonosalam District, Demak Regency, for the 2019/2020 school year. The subjects in this study were third grade students of SD Negeri Mrisen 1 which consisted of 19 students. This research consists of 3 cycles. The instruments used in data collection were observation sheets and formative lesspaper tests in the form of google form. This can be evidenced by the increase in the achievement of students' formative test scores in the first cycle (59.47%), an increase of 74.21% in the second cycle and again to 85.79% in the third cycle. This shows that the application of the IT-based discovery learning learning model at SD Negeri Mrisen 1 can increase the learning outcomes of third grade students by 26.32% from cycle I to cycle III.</em></p>

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The Influence of Intrinsic Motivation and Self-concept on Academic Achievement in Second- and Third-Grade Students

journal for the education of the gifted ◽

10.1177/016235329802100204 ◽

1998 ◽

Vol 21 (2) ◽

pp. 179-205 ◽

Cited By ~ 31

Author(s):

Marc D. Goldberg ◽

Dewey G. Cornell

Keyword(s):

Academic Achievement ◽

Intrinsic Motivation ◽

Structural Equation ◽

Internal Validity ◽

Perceived Competence ◽

Third Grade ◽

Equation Modeling ◽

National Study ◽

School Year ◽

Third Grade Students

This study examined the influence of intrinsic motivation and perceived competence on subsequent academic achievement among second- and third-grade students participating in a national study of students in gifted programs. Measures of intrinsic motivation, perceived competence, and academic achievement were administered near the beginning and end of one school year. Factor analyses supported the internal validity of the intrinsic motivation and perceived competence measures in subgroups of second- and third-grade students and in students in gifted versus regular education programs. Structural equation modeling indicated that intrinsic motivation influenced perceived competence and that perceived competence influenced subsequent academic achievement.

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Pedro's kitchen tiles

Teaching Children Mathematics ◽

10.5951/teacchilmath.24.3.0158 ◽

2017 ◽

Vol 24 (3) ◽

pp. 158-161

Author(s):

Christine Percy

Keyword(s):

Elementary School ◽

General Education ◽

Mathematics Teacher ◽

District Level ◽

Third Grade ◽

Palm Beach County ◽

School Year ◽

Accelerated Math

Christine Percy, a district-level mathematics teacher, was excited to facilitate this problem with students from two thirdgrade classrooms and their teachers in Palm Beach County, Florida. Both classes had studied area earlier in the school year. One class was in the accelerated math plan for third grade at Poinciana Elementary STEM School, taught by Ashley Esnes and math lab instructor Debbie Perry. The second class was a general education third-grade class at Elbridge Gale Elementary School, taught by Jamey Ferguson.

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Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students with Math and Reading Difficulties

Council review ◽

10.1177/001440290807400202 ◽

2008 ◽

Vol 74 (2) ◽

pp. 155-173 ◽

Cited By ~ 83

Author(s):

Lynn S. Fuchs ◽

Pamela M. Seethaler ◽

Sarah R. Powell ◽

Douglas Fuchs ◽

Carol L. Hamlett ◽

...

Keyword(s):

Problem Solving ◽

General Education ◽

Word Problem ◽

Mathematical Problem ◽

Reading Difficulties ◽

Mathematical Structure ◽

Third Grade ◽

Third Grade Students ◽

Problem Types ◽

Wide Range

This study assessed the effects of preventative tutoring on the math problem solving of third-grade students with math and reading difficulties. Students ( n = 35) were assigned randomly to continue in their general education math program or to receive secondary preventative tutoring 3 times per week, 30 min per session, for 12 weeks. Schema-broadening tutoring taught students to (a) focus on the mathematical structure of 3 problem types; (b) recognize problems as belonging to those 3 problem-type schemas; (c) solve the 3 word-problem types; and (d) transfer solution methods to problems that include irrelevant information, 2-digit operands, missing information in the first or second positions in the algebraic equation, or relevant information in charts, graphs, and pictures. Also, students were taught to perform the calculation and algebraic skills foundational for problem solving. Analyses of variance revealed statistically significant effects on a wide range of word problems, with large effect sizes. Findings support the efficacy of the tutoring protocol for preventing word-problem deficits among third-grade students with math and reading deficits.

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The Remote, the Mouse, and the No. 2 Pencil: The Household Media Environment and Academic Achievement Among Third Grade Students

Yearbook of Pediatrics ◽

10.1016/s0084-3954(08)70045-9 ◽

2007 ◽

Vol 2007 ◽

pp. 80-82 ◽

Cited By ~ 1

Author(s):

J.A. Stockman

Keyword(s):

Academic Achievement ◽

Third Grade ◽

Media Environment ◽

Third Grade Students

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PENERAPAN MODEL PEMBALAJARAN KOOPERATIF TIPE QUICK ON THE DRAW UNTUK MENINGKATKAN MOTIVASI BELAJAR MATEMATIKA PADA MATERI PECAHAN SISWA KELAS III SDN 001 PAGARAN TAPAH DARUSSALAM KABUPATEN ROKAN HULU

Primary: Jurnal Pendidikan Guru Sekolah Dasar ◽

10.33578/jpfkip.v6i1.4099 ◽

2017 ◽

Vol 6 (1) ◽

pp. 165

Author(s):

Maidar Maidar

Keyword(s):

Action Research ◽

Cooperative Learning ◽

Learning Model ◽

Third Grade ◽

Motivation To Learn ◽

Class Iii ◽

Third Grade Students ◽

Classroom Action Research

This study aims to determine whether there is an increased motivation to learn mathematics of third grade students of SDN 001 Pagaran Tapah Darussalam Rokan Hulu after application of cooperative learning model of quick on the draw. The problems of the research is "What type of cooperative learning model of application quick on the draw can Increase the motivation to learn mathematics 001 third grade students of SDN Pagaran Tapah Darussalam Rokan Hulu?" This research is a classroom action research conducted in SDN 001 Pagarah Tapah Darussalam. The subjects were students of class III is 31 students. Collecting the data in this study using sheets of observations made every meeting. Based on the results of this study concluded that using cooperative learning model of the type of quick on the draw can Increase the motivation to learn mathematics 001 third grade students of SDN Pagaran Tapah Darussalam Rokan Hulu.Keywords: cooperative quick on the draw, the motivation to learn math

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The Effect of Realistic Mathematical Education Approach to Mathematical Learning Outcomes On Fraction Material for Third Grade Students

International Journal of Scientific and Research Publications (IJSRP) ◽

10.29322/ijsrp.9.07.2019.p9120 ◽

2019 ◽

Vol 9 (7) ◽

pp. p9120

Author(s):

Saifuddinir Rahmadi ◽

Rooselyna Ekawati ◽

Neni Mariana

Keyword(s):

Learning Outcomes ◽

Third Grade ◽

Mathematical Education ◽

Mathematical Learning ◽

Third Grade Students

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COMPARATIVE ANALYSIS OF THE GEOMETRICAL CONTENT IN THE NEW BULGARIAN TEXTBOOKS OF MATHEMATICS FOR THIRD GRADE

Knowledge International Journal ◽

10.35120/kij2803991g ◽

2018 ◽

Vol 28 (3) ◽

pp. 991-996

Author(s):

Gabriela Kirova

Keyword(s):

Comparative Analysis ◽

Third Grade ◽

Obtuse Angle ◽

Curve Beam ◽

Mathematics Textbook ◽

The Third ◽

School Year ◽

Learning Content ◽

Relative Share ◽

Geometric Content

Starting with 2018/2019 school year in Bulgaria, the math education in the third grade is implemented through new training kits. They were developed on the basis of the new third-grade mathematics curriculum, approved by Order No. РД 09-1093 / 25.01.2017 of the Minister of Education and Science, Annex No. 8, supplemented by Order No. РД 09-2555 / 15.06.2018 of the Minister of Education and Science. Training kits are approved by the Ministry of Education and Science and are 7 in total. Geometric learning content in new math textbooks is the second most important element after arithmetic content. It is combined with the arithmetic learning content, and by this the foundation of the successful study of geometry in the next school grades is laid. The new geometry knowledge that is included in the third grade curriculum is the following: straight line, curve, beam, angle, right angle, obtuse angle, acute angle, right triangle, acute triangle, obtuse triangle; naming geometric figures with Latin alphabet letters [11]78. It is important in a modern mathematics textbook to have a rich and varied geometric content. It is important that the new types of geometry tasks are introduced with rich visualization using a specific-inductive approach. The relative number of tasks of a given type is an important prerequisite for the successful formation and improvement of skills for solving geometric problems in pupils at the age of 9-10. This article will present a comparative analysis of the geometric content in the seven approved Bulgarian third-grade mathematics textbooks, which are used in the mass practice of this school year. For the purpose of the study, a classification of all types of tasks and exercises with geometric content has been developed. Then the tasks in the seven textbooks are systematized by the so chosen classification. The data are statistically processed taking into account the relative share of tasks of each type within a textbook, as well as a comparison between the relative shares of the geometric tasks in the different textbooks. The established differences in the number and relative share of different types of geometric tasks make it possible for the analyzed textbooks to be ranked. Such a study has not been published so far. It has a relation to the assessment of the quality of the textbooks offered. The conclusions formulated in this article can help primary teachers in their choice of textbooks to teach to their third grade students.

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