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?

Recognizing, Embracing, and Advocating for Diversity to Develop Young Children's Social-Emotional Skills

2021 ◽  
pp. 134-153
Author(s):  
A. Dean Franks ◽  
Audra I. Classen ◽  
Tracey S. Hodges
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Learning Environment ◽  
Perspective Taking ◽  
Literacy Practices ◽  
Learning Experience ◽  
Classroom Environments ◽  
Social Emotional ◽  
Emotional Skills ◽  
Positive Learning Environment

In this chapter, the authors discuss how early childhood educators (ECE) can use the Recognizing, Embracing, and Advocating for Diversity (READ) framework to teach young children about diversity. Designing inclusive classrooms provides ECEs with opportunities to create an engaging and positive learning environment. This multi-layered framework, positioned by literacy practices and informed by anti-bias education and the UDL lens, promotes perspective-taking and focuses on ensuring all children have an equitable learning experience and opportunities to fully participate in all aspects of their education. By establishing the READ guidelines, the authors hope to encourage understanding of how ECEs can create classroom environments and activities that teach young children about diversity while providing them with opportunities to practice recognizing, embracing, and advocating for diversity as they grow and learn.

scholarly journals The Implementation of Supportive Classroom Environment in VII-Grade Mathematics Learning

2021 ◽  
Vol 5 (1) ◽  
pp. 225
Author(s):  
Willy Abdul Ghany ◽  
Wahyudin Wahyudin
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Classroom Environment ◽  
Qualitative Method ◽  
Learning Experience ◽  
Mathematics Learning ◽  
Junior High Schools ◽  
Optimal Learning ◽  
Research Findings ◽  
Supportive Learning Environment

Mathematics is seen by some students as a subject which is not easy to learn. Thus, they need someone who can make mathematics easy, in this point, a teacher. Teachers as instructor are needed to be more innovative in developing instruction that can encourage students to get an ideal learning experience. Not just regarding approaches, teaching materials, and strategies, yet additionally needs to focus on the learning environment which promotes the learning process. One of the framework that offers learning which takes into a supportive learning environment is the Productive Pedagogies Framework. The purpose of this study is to look at the implementation of learning that utilized the Supportive Classroom Environment dimension of the Productive Pedagogies Framework. This study used qualitative method. There were 33 grade VII students (boys and girls) on average age of 13 years old from one of the Junior High Schools in Bandung participated in this study. The research findings revealed that (1) implementing Supportive Classroom Environment can further encourage students in upper group to achieve more optimal learning outcomes; (2) This learning can be said to encourage middle group students to get optimal learning outcomes; (3) This learning has not been able to encourage students in lower group. We concluded that implementing Supportive Classroom Environment can further encourage students in upper and middle groups.

Keeping in School Shape (KiSS): A Program for Rehearsing Math Skills Over Breaks from School

2020 ◽  
Vol 2 (4) ◽  
pp. 39
Author(s):  
Carla C. Van de Sande
Keyword(s):  
Behavioral Change ◽  
Text Messaging ◽  
Retrieval Practice ◽  
Mathematics Learning ◽  
Cost Effective ◽  
State University ◽  
Negative Consequences ◽  
Math Skills ◽  
Formal Instruction ◽  
Prerequisite Knowledge

If you don’t use it, you lose it. School breaks, during which students do not regularly participate in instruction, can therefore have negative consequences on learning. This is especially true for mathematics learning since skills build progressively on earlier materials. How can we bridge these gaps in formal instruction? The Keeping in School Shape (KiSS) program is a mobile, engaging, innovative, and cost-effective way of using technology to help students who have time off between related math courses stay fresh on prerequisite knowledge and skills. Founded on learning theory and designed on a model of behavioral change, the KiSS program embodies retrieval practice and nudges by sending students a daily multiple-choice review problem via text messaging over school break. After rating their confidence in solving the daily problem students receive feedback and a solution. This study explores measures of participation, accuracy, and confidence in an implementation of the KiSS program over winter break between two sequential introductory engineering courses at a large state university in the Southwest United States. Results indicate that careful attention should be paid to the construction of the first few days of the program, and that encouragement, additional resources for review and practice, and an increased breadth of problem difficulty may improve participation.

scholarly journals Making ‘Math Making’ Virtual

2020 ◽  
Vol 29 (2) ◽  
pp. 30
Author(s):  
Candace Figg ◽  
Anjali Khirwadkar ◽  
Shannon Welbourn
Keyword(s):  
Preservice Teachers ◽  
Learning Environment ◽  
Learning Environments ◽  
Mathematics Learning ◽  
Computational Thinking ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
University Professors ◽  
Positive Attitudes ◽  
Hands On

Due to the COVID-19 pandemic, university professors are challenged to re-envision mathematics learning environments for virtual delivery. Those of us teaching in elementary teacher preparation programs are exploring different learning environments that not only promote meaningful learning but also foster positive attitudes about mathematics teaching. One learning environment that has been shown to be effective for introducing preservice teachers to the creative side of mathematics—the mathematics makerspace—promotes computational thinking and pedagogical understandings about teaching mathematics, but the collaborative, hands-on nature of such a learning environment is difficult to simulate in virtual delivery. This article describes the research-based design decisions for the re-envisioned virtual mathematics makerspace.

scholarly journals Avaliação de um Ambiente Virtual de Aprendizagem de Imunologia

EAD em FOCO ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Adriano Theodoro ◽  
Gerlinde Agate Platais Brasil Teixeira ◽  
Claudia Marcia Borges Barreto
Keyword(s):  
Learning Environment ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Ease Of Use ◽  
Classroom Teaching ◽  
First Year ◽  
Face To Face ◽  
Teaching Concept

Descrevemos o processo de criação colaborativa de um ambiente virtual de aprendizagem (AVA) de acordo com os princípios das metodologias ativas de ensino e a sua avaliação. O ambiente virtual foi usado no apoio ao ensino presencial. Participaram dessa experiência híbrida de aprendizagem estudantes da disciplina Imunobiologia, oferecida no primeiro ano de um curso tradicional de graduação em Medicina. Ao término da disciplina, foi aplicado um questionário para avaliar a facilidade de uso e a percepção dos estudantes sobre a qualidade do aprendizado adquirido. A maioria dos estudantes que avaliaram a intervenção pedagógica afirmou que o ambiente foi fácil de usar, atendeu às expectativas de apoio ao ensino presencial e as atividades didáticas foram importantes para o aprendizado de habilidades como reflexão, pesquisa e discussão. Portanto, o ambiente virtual desenvolvido foi bem-sucedido e bem-aceito pelos estudantes.Palavras-chave: Educação a distância, Moodle; Ensino de Imunologia, Mapa conceitual.? Evaluation of a Virtual Learning Environment of ImmunologyAbstractWe herein describe the process of collaborative creation and evaluation of a Virtual Learning Environment of Immunology according to the principles of active learning. The Web-based platform was used in support of face to face classroom teaching. First year Medicine undergraduate students attending Immunobiology? course participated in this blended learning experience. At the end of the course, a questionnaire was applied to evaluate the ease of use and the students' perception of the quality of the acquired learning. Most students assessed the educational intervention said that the environment was easy to use, supports the classroom teaching and the educational activities were important for learning skills such as reflection, research and discussion. Therefore, the developed virtual environment was successful and well accepted by the students. Keywords: Distance learning, Moodle, Immunology teaching, Concept map.

scholarly journals A framework to study learning in a complex learning environment

2013 ◽  
Vol 12 (1) ◽  
Author(s):  
Anders Berglund
Keyword(s):  
Learning Environment ◽  
Activity Theory ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Learning Experience ◽  
Complex Learning ◽  
Complex Computer

This paper presents a framework for analysing variations in the ways in which students experience learning in complex, computer-supported environments. It involves an application of phenomenography extended to encompass the content of the learning as well as its context. Concepts from activity theory are drawn upon to enlarge the scope of phenomenography. By applying this framework, researchers, as well as course organisers, may gain insights into how courses are experienced by the participants and can thus develop these in a way that will be perceived as improvement by the course participants. Within this predominantly phenomenographic approach, the focus is upon the content of the learning experience, giving the ability to relate learning outcomes to the experience of the learning environment. Hence, insights can be gained that can help to improve learning environments and thereby outcomes. A case study illustrating the kinds of results than can be obtained when using the framework is provided.DOI: 10.1080/0968776042000211539

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.

Analyzing the Effects of a 3D Online Virtual Museum in Visitors’ Discourse, Attitudes, Preferences, and Knowledge Acquisition

2013 ◽  
pp. 26-47 ◽  
Author(s):  
Adriana D’Alba ◽  
Greg Jones
Keyword(s):  
Learning Environment ◽  
Knowledge Acquisition ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Three Dimensional ◽  
Virtual Museum ◽  
Educational Settings ◽  
Museum Visit

This chapter presents the results of a study conducted in Mexico in 2011 with a group of undergraduate students. It examines the effectiveness of an online three-dimensional learning environment and its effects in visitors’ discourse, attitudes, preferences, and knowledge acquisition during and after a real museum visit. Primary results show that: a) participants who used the virtual museum previous to the museum visit showed an increase in discourse, enjoyment, and knowledge about the exhibition, and b) using a three dimensional previsualization can enhance and influence the learning experience in educational settings in a positive way.

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