Practice-Based Approaches to Mathematics Education

2018 ◽  
pp. 451-470
Author(s):  
Drew Polly ◽  
Holly Henderson Pinter ◽  
Amanda R. Casto
Keyword(s):  
Elementary School ◽  
Middle Grades ◽  
Teaching Experience ◽  
Future Research ◽  
Small Group Teaching ◽  
School Students ◽  
Tutoring Program ◽  
University Laboratory School ◽  
Elementary School Learners ◽  
University Laboratory

This chapter provides a description of three efforts to integrate practice-based approaches to preparing pre-service teachers to teach mathematics to elementary and middle grades learners. The vignettes include a university laboratory school focused on middle grades students, a tutoring program for elementary school students, and a small group teaching experience with elementary school learners. Within each vignette, the authors describe findings from examining how these experiences influenced pre-service teachers. Lastly, they close the chapter with implications and directions for future research.

scholarly journals Exploring the Role of M-learning in Elementary Education

10.28945/3873 ◽  
2017 ◽  
Vol 16 ◽  
pp. 459-474 ◽  
Author(s):  
Hsiu Ju Chen
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Mobile Learning ◽  
Vital Role ◽  
Partial Least Square ◽  
Least Square ◽  
Future Research ◽  
Mediated Learning ◽  
Elementary School Learners

Aim/Purpose: This study explores the associations between elementary school learners’ m-learning and learner satisfactions based on the technology-mediated learning model. Background: M-learning (mobile learning) is emerging, but its role in elementary education still needs clarification. Methodology: Questionnaires were mailed to several different elementary schools, located in different areas that adopted m-learning. Due to the possible limited cognitive ability because of age, short measures were adopted in the study. Finally, data from eighty-six elementary school learners who had experience in mobile learning were gathered and analyzed with Partial Least Square (PLS) for the limited sample size. Contribution: The results implied the vital role of m-learning in providing different form of interaction in class to activate elementary school learners’ course participation. They also indicated that mobile learning not only activated learners’ active course participation but linked students, teachers, courses, and schools. Findings: The results showed that m-technology quality of mobile learning was signifi-cantly associated with learners’ active course participation and satisfaction to-ward apps/tablets in m-learning that contributed to different learner satisfac-tions. Recommendations for Practitioners: The findings suggested that with good interaction quality facilitated by apps/tablets in m-learning, m-learning could be a suitable medium for teachers to have interaction with students and increased students’ different satisfactions in schools at alternative collective learning environments in elementary education. Future Research: Future studies to measure and reflect different impact of student-teacher interaction in m-learning are suggested.

scholarly journals Is it important to overcome motor problems of elementary school-age students?

2021 ◽  
Vol 8 (1) ◽  
pp. 94-104
Author(s):  
Citra Rahmawati ◽  
S Suhardi ◽  
Ali Mustadi
Keyword(s):  
Elementary School ◽  
Motor Skills ◽  
Motor Development ◽  
Future Research ◽  
School Students ◽  
Universal Intervention ◽  
Elementary School Age ◽  
Motor Problems ◽  
The Right ◽  
The Impact

The purpose of writing this article is to find out about the importance of overcoming motor problems of elementary school-aged students. The method used is a literature review study. Impaired motor development can cause learning difficulties. This will have an impact on students such as low scores, low achievement, and difficulties in learning. In addition to matters related to academics, students usually feel embarrassed or make other friends feel annoyed and uncomfortable. Seeing the impact caused by motor problems can interfere with the learning process of children, it requires intervention from the school, especially by teachers who interact more intensively with children. Motor problems experienced by elementary school students certainly require intervention, as an initial screening to find out problems that may be experienced by students, it is necessary to do a universal intervention. This universal intervention is an intervention given to students whose problems at first are not known. Four aspects can benefit from optimizing the development of children's motor skills. The four aspects are the child's physiological, emotional, cognitive, and social. Other benefits are also grouped based on the optimization of fine and gross motor skills. Recommendations for future research to examine more deeply the motor problems of elementary school-aged students, so that the right method can be found to overcome them.

Using Models to Build an Understanding of Functions

2001 ◽  
Vol 6 (5) ◽  
pp. 310-318 ◽  
Author(s):  
Kathleen Cramer
Keyword(s):  
Middle School ◽  
Elementary School ◽  
Middle School Students ◽  
Middle Grades ◽  
Early Elementary ◽  
School Students ◽  
Early Elementary School

From the time that students enter kindergarten and throughout their early elementary school years, they should have multiple experiences exploring patterns. The study of patterns for middle school students should shift to the study of functions (NCTM 1989). The question that this article addresses is how to plan and organize instruction for middle-grades students to help them develop an understanding of function.

Teacher Race and Expectations for Student Achievement

1981 ◽  
Vol 18 (2) ◽  
pp. 191-206 ◽  
Author(s):  
Charles H. Beady ◽  
Stephen Hansell
Keyword(s):  
Student Achievement ◽  
Elementary School ◽  
Teacher Perceptions ◽  
Sex Education ◽  
School Achievement ◽  
Teaching Experience ◽  
Race Difference ◽  
School Students ◽  
Black Schools ◽  
Teacher Race

This study investigated whether the race of elementary school teachers in black schools was associated with teachers' expectations for student achievement and perceptions of effort. A factor analysis revealed four clusters of items dealing with teacher perceptions of elementary school students' achievement and effort, and teachers' expectations for future student success in high school and college. Controlling for teachers' sex, education and years of teaching experience, and average school achievement and SES, teacher race was associated only with expectations for college success. Black teachers expected more of their students to enter and complete college than white teachers. Additional evidence suggested that this teacher race difference was relatively independent of the student racial composition of the schools. The implications of teacher race as a determinant of differential expectations for the success of black students are discussed.

scholarly journals Mindfulness-based Intervention in Elementary School Students With Anxiety and Depression: A Series of n-of-1 Trials on Effects and Feasibility

2017 ◽  
Vol 22 (4) ◽  
pp. 856-869 ◽  
Author(s):  
Catherine Malboeuf-Hurtubise ◽  
Eric Lacourse ◽  
Catherine Herba ◽  
Geneviève Taylor ◽  
Leila Ben Amor
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Visual Analysis ◽  
Single Case ◽  
Anxiety And Depression ◽  
Future Research ◽  
Single Subject ◽  
School Students ◽  
Modeling Strategy

Mindfulness-based interventions constitute a promising option to address anxiety and depression in elementary school students. This study evaluated the effect of a mindfulness-based intervention on anxiety and depression in elementary school students with a diagnosis of anxiety or depression disorder. A single-subject experimental A-B-A design was used. Participants were three elementary school students from grades three and four, along with their teacher. Anxiety and depression were measured on 10 occasions at baseline, during the intervention, and at follow-up. Primary hypotheses were tested using a univariate single case multilevel modeling strategy and visual analysis. Following intervention, 2 participants reported improvements on anxiety and depression, while their teachers reported deteriorating scores on these variables. Results from this n-of-1 trial design is consistent with other work suggesting caution with regard to the overall impact and efficacy of mindfulness-based interventions as a universal treatment option for youth. Future research is warranted.

scholarly journals Rubric for Measuring and Visualizing the Effects of Learning Computer Programming for Elementary School Students

10.28945/4666 ◽  
2020 ◽  
Vol 19 ◽  
pp. 203-227
Author(s):  
Daisuke Saito ◽  
Shota Kaieda ◽  
Hironori Washizaki ◽  
Yoshiaki Fukazawa
Keyword(s):  
Elementary School ◽  
Computer Science ◽  
Elementary School Students ◽  
Computer Programming ◽  
Sixth Grade ◽  
Individual Characteristics ◽  
Future Research ◽  
School Students ◽  
Programming Education ◽  
Before And After

Aim/Purpose: Although many computer science measures have been proposed, visualizing individual students’ capabilities is difficult, as those measures often rely on specific tools and methods or are not graded. To solve these problems, we propose a rubric for measuring and visualizing the effects of learning computer programming for elementary school students enrolled in computer science education (CSE), which is independent of the programming language being used. Background: In this research, we proposed a rubric based on existing CSE standards and criteria having a programming education-learning goal. We then applied this rubric to actual lessons to visualize the educational effects. Methodology: The proposed new rubric for teaching computer programming, based on existing standards and criteria, was applied to fourth- and sixth-grade students in Japan. We assessed which skills were cultivated through quizzes before and after the teaching. Contribution: This paper contributes on how to make and utilize a rubric for programming education in computer science. We evaluated and visualized the proposed rubric’s learning effects on children and found that our proposed rubrics are independent of any particular method or tool. Findings: The results of this survey are twofold: (1) we proposed a rubric of programming education in computer science, independent of the programming tools used and (2) we succeeded in visualizing students’ learning stages by applying the proposed rubric to programming education conducted in a Japanese elementary school. Recommendations for Practitioners: Evaluating educational effects in CSE is important. In particular, graded assessments of learner abilities can reveal individual characteristics. This research is useful for assessing CSE because it focuses specifically on programming education. Recommendation for Researchers: The rubric’s suggestions and quality improvements in CSE help learners assess their learning progress and will clarify the cultivated computer science skills. Impact on Society: This research evaluates CSE based on a rubric in the programming education field. Future Research: Future work is needed to improve the proposed rubric’s quality and relevance. Also, this rubric should be applied to many classes to increase the number of evaluations and analyses.

scholarly journals The Importance of Sociocultural-Based Reflective Picture Storybook Media to Increase Reading Interest and Social Skills of Elementary School Students

2021 ◽  
Vol 11 (1) ◽  
pp. 111-120
Author(s):  
Citra Rahmawati ◽  
Suhardi ◽  
Ali Mustadi
Keyword(s):  
Elementary School ◽  
Comparative Literature ◽  
Social Skills ◽  
Literature Review ◽  
Elementary School Students ◽  
Primary Schools ◽  
Future Research ◽  
School Students ◽  
Reading Interest

Abstract Introduction: Issues of urgency in learning include interest in reading and social skills in primary schools. Interest in reading and social skills are some of the basic things that are always integrated into all learning. Therefore, learning requires appropriate media to overcome these problems, one of which is a sociocultural-based reflective picture storybook (SRPS) media. Purpose: The purpose of this article is to know the importance of SRPS media to increase the reading interest and social skills of elementary school students. Methods: In the paper, the method of a comparative literature review is applied. Conclusion: This concludes that SRPS media is important to increase the reading interest and social skills of elementary school students. To improve social skills and reading fondness, a media that is suitable for the characteristics of students is needed. Students’ interest in pictorial stories can be used as a solution to overcome the problem of low social skills and students’ fondness of reading characters that need to be improved. SRPS media is important to be developed in future research.

scholarly journals THE DEVELOPMENT OF MULTIPLE EPRESENTATIONS BASED STUDENT WORKSHEET TO IMPROVE LEARNING RESULTS OF GRADE V ELEMENTARY SCHOOL STUDENTS

2020 ◽  
Vol 8 (8) ◽  
pp. 42-48
Author(s):  
Hidari Akramida ◽  
I Wayan Distrik ◽  
Irawan Suntoro
Keyword(s):  
Elementary School ◽  
School Students ◽  
Multiple Representation ◽  
Maximum Score ◽  
Study Planning ◽  
Three Stages ◽  
Preliminary Study ◽  
Elementary School Learners ◽  
Static Group ◽  
Paired T Test

The objective of this research was to develop Multiple Representations based student worksheet to improve elementary school learners’ learning results in Way Kanan district, Lampung province, Indonesia. This research used Research and Development (R & D) method by following steps made by Borg & Gall, which were simplified into three stages; preliminary study, planning and development, and field test. It used static group pretest-posttest design. Population was grade V elementary school learners in Way Kanan district, Lampung, Indonesia. Samples were two classrooms of grade V elementary school learners and taken by using purposive random sampling. Data were collected with papers, test pencils, observation sheets and questionnaires. Data were analyzed by using descriptive and inferential analyses by using paired t-test. The research results showed that: 1) multiple representation based student worksheet theoretically valid shown by content validity by average of 92.37 out of 100 maximum score and construct validity by average of 91.02 and they belonged to very valid category; 2) multiple representation based student worksheet was practical and effective to use by grade V elementary school learners and this was shown by average of learners’ learning result averages by 75.00 in experiment classroom and 60.00 in control classroom.

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