The long way a concept category develops

2019 ◽  
pp. 207-214
Author(s):  
Marianna Pintér
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Mathematical Thinking ◽  
Preschool Age ◽  
Educational Work ◽  
Starting School

By the age of 6 every child has all the characteristics and capabilities what an individual dealing with Mathematics basically needs. The following are still missing when starting school: conscious way of gaining experience, knowledge acquired and processed the proper way. In this article I would like to show a possible sample of this proper, long way. Classification: C30, C70, D40, E60, U30. Keywords: Mathematics, mathematical thinking , long way, proper educational work, before the preschool age, Preschool age, Junior primary school, Secondary school, to gain experience and to build concepts based on actions and acts.

Joseph Proudman, 30 December 1888 - 26 June 1975

1976 ◽  
Vol 22 ◽  
pp. 319-333 ◽  
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Primary School ◽  
The Other ◽  
Technical School ◽  
Tenant Farmer

Joseph Proudman was born on 30 December 1888 at Thurston Fold Farm, Unsworth, near Bury in Lancashire. His father was then a farm bailiff; from 1898 to his death in 1943 he was a small tenant farmer at Bold, near Widnes in Lancashire. Joseph Proudman attended primary school at Unsworth from 1894 to 1898, and at Bold from 1898 to 1902. From 1902 to 1907 he was a pupil-teacher at Farnworth primary school between Bold and Widnes. He tells us that in 1902 his salary was £6 10s. Od. per year, and in 1907 it was £24 per year. His secondary education was begun by the headmaster, A. R. Smith, who gave him a lesson each morning from 8 to 8.45 before the school opened at 9. During the winters of 1902-4 he attended evening classes at the Widnes Technical School, studying art, mathematics and physiography. From 1903 to 1907 he only taught for half of each week; the other half he attended classes at the Widnes Secondary School. This was an excellent school, and it was here that the mathematical bent of his life was determined. From that time onwards his chief recreation became reading, especially the reading of history. One result of this interest was the writing of the unusually full autobiographical papers, of which the present writers have made much use.

scholarly journals Impact of child development at primary school entry on adolescent health—protocol for a participatory systematic review

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Michelle Black ◽  
Amy Barnes ◽  
Mark Strong ◽  
David Taylor-Robinson
Keyword(s):  
Systematic Review ◽  
Child Development ◽  
Health Outcomes ◽  
Primary School ◽  
Adolescent Health ◽  
Health Inequalities ◽  
Starting School ◽  
Children's Development ◽  
The Relationship ◽  
Children’S Development

Abstract Background Reducing child health inequalities is a global health priority and evidence suggests that optimal development of knowledge, skills and attributes in early childhood could reduce health risks across the life course. Despite a strong policy rhetoric on giving children the ‘best start in life’, socioeconomic inequalities in children’s development when they start school persist. So too do inequalities in child and adolescent health. These in turn influence health inequalities in adulthood. Understanding how developmental processes affect health in the context of socioeconomic factors as children age could inform a holistic policy approach to health and development from childhood through to adolescence. However, the relationship between child development and early adolescent health consequences is poorly understood. Therefore the aim of this review is to summarise evidence on the associations between child development at primary school starting age (3–7 years) and subsequent health in adolescence (8–15 years) and the factors that mediate or moderate this relationship. Method A participatory systematic review method will be used. The search strategy will include; searches of electronic databases (MEDLINE, PsycINFO, ASSIA and ERIC) from November 1990 onwards, grey literature, reference searches and discussions with stakeholders. Articles will be screened using inclusion and exclusion criteria at title and abstract level, and at full article level. Observational, intervention and review studies reporting a measure of child development at the age of starting school and health outcomes in early adolescence, from a member country of the Organisation for Economic Co-operation and Development, will be included. The primary outcome will be health and wellbeing outcomes (such as weight, mental health, socio-emotional behaviour, dietary habits). Secondary outcomes will include educational outcomes. Studies will be assessed for quality using appropriate tools. A conceptual model, produced with stakeholders at the outset of the study, will act as a framework for extracting and analysing evidence. The model will be refined through analysis of the included literature. Narrative synthesis will be used to generate findings and produce a diagram of the relationship between child development and adolescent health. Discussion The review will elucidate how children’s development at the age of starting school is related to subsequent health outcomes in contexts of socioeconomic inequality. This will inform ways to intervene to improve health and reduce health inequality in adolescents. The findings will generate knowledge of cross-sector relevance for health and education and promote inter-sectoral coherence in addressing health inequalities throughout childhood. Protocol Registration This systematic review protocol has been registered with PROSPERO CRD42020210011.

EXAMINATION OF SECONDARY SCHOOL 7TH GRADE STUDENTS' MATHEMATICAL THINKING AND PROBLEM SOLVING SKILLS ON RATIONAL NUMBERS

2021 ◽  
Vol 6 (15) ◽  
pp. 552-562
Author(s):  
Fatma Berna BENLİ ◽  
Kübra GÜRTAŞ
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Reading Time ◽  
Mathematical Thinking ◽  
Rational Numbers ◽  
Female Students ◽  
School Education ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
New Knowledge

In our new education curriculum, it has been seen that it is no longer sufficient for students to learn only the achievements, unlike these gains, solution strategies that the student visualizes in his mind and designed by himself are also needed. Mathematical thinking, which is the process of obtaining new information completely different from the student's old knowledge and new knowledge, using it in the solution of the problem, and transforming that knowledge into new knowledge, has become extremely important. MEB asks students for deep mathematical thinking and problem solving skills in all questions they ask in the skill-based tests and student selection exam LGS. In this study, mathematical thinking and problem solving skills of middle school 7th grade students while solving problems will be examined. The research was applied to 241 students in 7 different secondary schools in the province of Bingöl in the Eastern Anatolia Region in the 2020-2021 academic year. In the study, it was investigated by quantitative and qualitative methods whether the mathematical thinking and problem solving skills of the students on rational numbers are related to gender, whether they had pre-school education and daily reading time. In the research, the SPSS 25 package program was used in the analysis of quantitative data, and in the analysis of qualitative data by examining the process steps in the answers from the students. As a result of the research, a statistically significant difference was found between male and female students, and this difference is in favor of female students. According to the findings obtained from the research, no statistically significant difference was found between the students who had and did not have pre-school education. Secondary school 7th grade students’ mathematical thinking and problem solving skills are related to their daily reading time. According to the results, students who read for an hour a day are more successful than students who read for fifteen minutes a day.

Regional Geography Education in Poland

2020 ◽  
Author(s):  
Agnieszka Świętek ◽  
Wiktor Osuch
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Primary School ◽  
Education System ◽  
Geography Education ◽  
School Level ◽  
Lower Secondary School ◽  
Regional Geography ◽  
The Core ◽  
Regional Education

Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.

Formation of spirituality, morality and patriotic feelings in children of primary school age

2021 ◽  
pp. 130-136
Author(s):  
Fatima Kh. Kirguevа ◽  
Natalia A. Perepelkina ◽  
Elita S. Tabolova
Keyword(s):  
Primary School ◽  
Moral Education ◽  
Semantic Content ◽  
School Age ◽  
Educational Work ◽  
Human Relationships ◽  
Patriotic Education ◽  
Moral Qualities ◽  
The Individual ◽  
Primary School Age

The article deals with the specific aspects of the formation of spirituality, morality and patriotic feelings in children of primary school age. Spirituality, morality, and patriotic feelings are unchangeable universal values that may sound different, but their semantic content is identical among different peoples. The formation of these values is possible already in primary school age. It is spiritual and moral education that sets the attitudes that affect the essence of human relationships. The personality becomes spiritually richer through the introduction of children of the first stage of education to spiritual and moral values, through the formation of an attitude to themselves and to other people, to the surrounding world as a value, the development of the consciousness of the younger student and his spiritual qualities. The formation of moral qualities in students of primary school age will be more productive when creating a number of pedagogical conditions, since they are the most manageable, aimed at forming a certain kind of relationship. The analysis of theoretical sources gives us a reason to conclude that the problem of the spirituality of the individual occupies one of the central places in the system of knowledge about a person, and has repeatedly become the object of research by philosophers, psychologists and teachers. In order to identify the pedagogical conditions for the formation of spirituality, morality and patriotic feelings in younger schoolchildren by determining the level of formation of these qualities in students, a study was conducted in MBOU Secondary School No. 20 in Mineralnye Vody, Stavropol Territory. The authors identified the criteria of educational work on the formation of patriotic feelings and determine the stages of patriotic education in children of primary school age.

scholarly journals Diet quality and well-being in children and adolescents: the UP&DOWN longitudinal study

2018 ◽  
Vol 121 (2) ◽  
pp. 221-231 ◽  
Author(s):  
Laura Esteban-Gonzalo ◽  
Anne I. Turner ◽  
Susan J. Torres ◽  
Irene Esteban-Cornejo ◽  
José Castro-Piñero ◽  
...  
Keyword(s):  
Secondary School ◽  
Negative Affect ◽  
Primary School ◽  
Positive Affect ◽  
Children And Adolescents ◽  
Down's Syndrome ◽  
Down’S Syndrome ◽  
Well Being ◽  
School Girls

AbstractThe present study examined the association between high-quality diet (using the Mediterranean diet (MD) as an example) and well-being cross-sectionally and prospectively in Spanish children and adolescents. Participants included 533 children and 987 adolescents at baseline and 527 children and 798 adolescents at 2-year follow-up, included in the UP&DOWN study (follow-up in schoolchildren and adolescents with and without Down’s syndrome). The present study excluded participants with Down’s syndrome. Adherence to an MD was assessed using the KIDMED index. Well-being was measured using the Positive and Negative Affect Schedule and the KIDSCREEN-10 questionnaire. Associations between MD adherence and well-being were assessed using multi-level, mixed-effects linear regression. At baseline, MD adherence was positively related to health-related quality of life in secondary school girls and boys (β=0·41,se0·10,P<0·001;β=0·46,se0·10,P<0·001, respectively) and to positive affect in secondary school girls and boys (β=0·16,se0·05,P=0·006;β=0·20,se0·05,P<0·001, respectively) and in primary school boys (β=0·20,se0·08,P=0·019). At 2-year follow-up, MD adherence was negatively related to negative affect in secondary school adolescent girls and boys (β=–0·15,se0·07,P=0·047;β=–0·16,se0·06,P=0·019, respectively), and MD adherence was associated with higher positive affect scores in secondary school girls (β=0·30,se0·06,P<0·001) and in primary school boys (β=0·20,se0·09,P=0·023). However, MD adherence at baseline did not predict well-being indicators at 2-year follow-up. In conclusion, higher MD adherence was found to behave as a protective factor for positive well-being in cross-sectional analysis.

scholarly journals Primary school children often underestimate their nasal obstruction

2016 ◽  
Vol 54 (2) ◽  
pp. 164-169
Author(s):  
Francesca Occasi ◽  
Marzia Duse ◽  
Tommaso Vittori ◽  
Anna Rugiano ◽  
Giancarlo Tancredi ◽  
...  
Keyword(s):  
Allergic Rhinitis ◽  
Secondary School ◽  
Primary School ◽  
Nasal Obstruction ◽  
School Children ◽  
Primary School Children ◽  
Nasal Resistance ◽  
Nasal Patency ◽  
School Aged Children ◽  
Subjective Sensation

Background: No consensus has ever been reached about the correlation between nasal resistance and the subjective sensation of nasal patency. The aim of the present study was to better de ne whether primary school and secondary school aged children correctly estimate their nasal obstruction. Materials and methods: Two hundred eighty four children (168 males and 116 female) aged between 6 and 14 years (9.5+2.9 years) affected by Pediatric Allergic Rhinitis underwent Rhinomanometry and they were considered as correctly estimating their nasal obstruction when the grade of nasal patency corresponded to the severity of the NOSE score, overestimating when the grade of nasal patency was <1 when compared to the severity of the score, underestimating when the grade of nasal patency was >1 when compared to the severity of the score. Results: Correlation between NOSE score and nasal patency was statistically significant (r -0.74; p<0.001). Children between 6 and 9 years of age underestimate (43.7%) and children >12 overestimate (34.7%) their symptoms more frequently than children among other age ranges (p<0.001). Conclusion: Although NOSE score approximately allow to quantify nasal obstruction, in children, especially between 6 and 9 years of age, an objective measurement of nasal patency should be performed to better define the therapeutic approach.

scholarly journals Resolución de problemas matemáticos en GeoGebra

2020 ◽  
Vol 9 (1) ◽  
pp. 26-42
Author(s):  
William Enrique Poveda Fernández
Keyword(s):  
Costa Rica ◽  
Problem Solving ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Mathematical Reasoning ◽  
Mathematical Thinking ◽  
School Teachers ◽  
Mathematical Objects ◽  
Problem Solving Strategies ◽  
Problem Solving Process

RESUMENEn este artículo se analizan y discuten las ventajas y oportunidades que ofrece GeoGebra durante el proceso de resolución de problemas. En particular, se analizan y documentan las formas de razonamiento matemático exhibidas por ocho profesores de enseñanza secundaria de Costa Rica, relacionadas con la adquisición y el desarrollo de estrategias de resolución de problemas asociadas con el uso de GeoGebra. Para ello, se elaboró una propuesta de trabajo que comprende la construcción y la exploración de una representación del problema, y la formulación y la validación de conjeturas. Los resultados muestran que los profesores hicieron varias representaciones del problema, examinaron las propiedades y los atributos de los objetos matemáticos involucrados, realizaron conjeturas sobre las relaciones entre tales objetos, buscaron diferentes formas de comprobarlas basados en argumentos visuales y empíricos que proporciona GeoGebra. En general, los profesores usaron estrategias de medición de atributos de los objetos matemáticos y de examinación del rastro que deja un punto mientras se arrastra.Palabras claves: GeoGebra; Resolución de problemas; pensamiento matemático. RESUMOEste artigo analisa e discute as vantagens e oportunidades oferecidas pelo GeoGebra durante o processo de resolução de problemas. Em particular, as formas de raciocínio matemático exibidas por oito professores do ensino médio da Costa Rica, relacionadas à aquisição e desenvolvimento de estratégias de resolução de problemas associadas ao uso do GeoGebra, são analisadas e documentadas. Para isso, foi elaborada uma proposta de trabalho que inclui a construção e exploração de uma representação do problema, e a formulação e validação de conjecturas. Os resultados mostram que os professores fizeram várias representações do problema, examinaram as propriedades e atributos dos objetos matemáticos envolvidos, fizeram conjecturas sobre as relações entre esses objetos e procuraram diferentes formas de os verificar com base em argumentos visuais e empíricos fornecidos pelo GeoGebra. Em geral, os professores utilizaram estratégias para medir os atributos dos objetos matemáticos e para examinar o rasto que um ponto deixa enquanto é arrastado.Palavras-chave: GeoGebra; Resolução de problemas; pensamento matemático. ABSTRACTThis article analyzes and discusses the advantages and opportunities offered by GeoGebra during the problem-solving process. In particular, the mathematical reasoning forms exhibited by eight secondary school teachers in Costa Rica, related to the acquisition and development of problem solving strategies associated with the use of GeoGebra, are analyzed and documented. The proposal was developed that includes the elements: construction and exploration of a representation of the problem and formulation and validation of conjectures. The results show that teachers made several representations of the problem, examined the properties and attributes of the mathematical objects involved, made conjectures about the relationships between such objects, and sought different ways to check them based on visual and empirical arguments provided by GeoGebra. In general, the teachers used strategies to measure the attributes of the mathematical objects and to examine the trail that a point leaves while it is being dragged.Keywords: GeoGebra; Problem Solving; Mathematical Thinking.

scholarly journals Information devices as a factor causing children’s disorders

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 122-130
Author(s):  
Elena Nachinova ◽  
Alla Vasilevskaya
Keyword(s):  
Primary School ◽  
Motor Development ◽  
Negative Impact ◽  
Research Work ◽  
Primary School Children ◽  
Electronic Information ◽  
Educational Work ◽  
Younger Generation ◽  
The One ◽  
Primary School Pupils

The article addresses the problem of the negative impact of the irregular use of electronic information carriers on primary school pupils’ psychophysical development. Foreign researches and WHO data on the allowed time of use of information devices for children and teenagers, their impact on heath, speech and motor development of the younger generation are presented. The concept “information device” is defined, the main contradictions of the active use of information devices by children are described which are resulted, on the one hand, from the impossibility of education and socialisation of the younger generation apart from electronic information devices, and, on the other hand, due to their negative impact on children’s health and psychophysical development. The choice of the age group for the study is substantiated – the primary school age, at which psychophysical and psychosocial changes take place, significant for the entire subsequent period of a child’s schooling. It is emphasised that at this age period children’s computer dependence has not yet formed, even a positive effect of the use of a computer on the mental development of a primary school pupil is noted. At the same time, the use of information devices in the education and leisure of primary school pupils requires a proper organisation of their educational work, balance of various activities, formation of pupils’ conscious behaviour, which will contribute both to the education of the child and his / her proper psychophysical development. The content of the experimental research work, which was carried out at the elementary grades of schools in Odessa region involving second-third-grade pupils and their parents, is described. The results of the surveys represented by pupils and their parents, pedagogical observations, assessment of pupils’ performance, the characteristics of their speech and motor development have shown an increase in the time allotted to children to work with information devices and the negative impact of their irregular use on the psychophysical development of primary school children.

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