What strategies are used by middle school students while solving mathematical tasks in a digital form

2016 ◽  
Vol 3 (2) ◽  
pp. 102-109
Author(s):  
Monika Czajkowska
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mathematical Tasks ◽  
Digital Form ◽  
Mathematical Task ◽  
School Students ◽  
The World ◽  
Mathematical Problems ◽  
Way Of Thinking ◽  
Natural Way

Mathematical problems are the source of mathematical and logical experience, in which student’s mind builds its mathematical competences. The sort of mathematical problems that are given to students and its form are not of no importance. Herein focus will be put on certain issues resulting from the usage of mathematical tasks presented to students in a digital form. The author, based on her own study, characterizes the strategies that were used by the middle school students while solving interactive mathematical tasks. She states that no intervention from teacher’s side, thus letting students use a free method for solving tasks, does not positively influence the mathematical competences to be acquired. With this, she questions the thesis that the middle school students grew up in the world of multimedia where the work with such mathematical task solving comes in a natural way. To the author’s way of thinking, it is necessary to work out a methodology that will be aiming at introducing students to solving mathematical tasks in a digital form.

scholarly journals A Commognitive Framework: The Process of Solving Mathematical Problems of Middle School Students

2019 ◽  
Vol 18 (2) ◽  
pp. 89-102 ◽  
Author(s):  
Moh. Zayyadi ◽  
Toto Nusantara ◽  
Subanji Subanji ◽  
Erry Hidayanto ◽  
I Made Sulandra
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
School Students ◽  
Mathematical Problems

Get Your Head in the Game

2013 ◽  
pp. 228-239 ◽  
Author(s):  
Brian Herrig
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Technology Education ◽  
Digital Games ◽  
Digital Game ◽  
Seventh Grade ◽  
School Students ◽  
Introductory Programming ◽  
The World ◽  
Game Environment

This chapter discusses the development and implementation of an introductory programming unit within a seventh grade technology education course. The goal of this unit was to introduce the concepts of programming to middle school students in a way that was accessible and unintimidating. Digital games provide an inherent level of engagement not present in other programming activities, and the digital game environment provides a safe platform for experimentation without concern for safety or equipment. The curriculum described in this chapter provides many practical examples of how digital games can be incorporated into a technology education classroom to engage students in the world of programming.

Techland

2019 ◽  
pp. 761-780
Author(s):  
Michelina Occhioni
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Learning Environment ◽  
Virtual Worlds ◽  
Learning Objects ◽  
Public Access ◽  
Abstract Concepts ◽  
School Students ◽  
The World ◽  
Learning Sets

This work describes Techland, an OpenSim-based VW developed and owned by the author for educational purposes for middle school students. Techland is a group of islands focused on math, and science, where explore various approaches to VW, in different and mutually not exclusive learning sets and degrees of immersion. The main objectives are to simplify abstract concepts by using scripted 3D learning objects and to engage students offering a way to go beyond the classroom as the only learning environment. So Techland can be considered a giant 3D book. Activities range from viewing the contents of the world on an IWB, as a support for the teacher's lesson, to logging on the student's avatars into the world for exploration, producing machinima videos and collaborating together. Most islands are public access and reachable from other similar virtual worlds by the HG system, so other schools could take advantage from its contents or they could share projects. Techland has got the proper requirements to will become a meeting place between students and teachers who want to find new approaches to scientific matters.

An Analysis of Arithmetic Problem Posing by Middle School Students

1996 ◽  
Vol 27 (5) ◽  
pp. 521-539 ◽  
Author(s):  
Edward A. Silver ◽  
Jinfa Cai
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Problem Posing ◽  
School Students ◽  
Complex Problems ◽  
Analysis Scheme ◽  
Mathematical Problems ◽  
Problem Description ◽  
Problem Solvers ◽  
The Relationship

The mathematical problems generated by 509 middle school students, who were given a brief written “story-problem” description and asked to pose questions that could be answered using the information, were examined for solvability, linguistic and mathematical complexity, and relationships within the sets of posed problems. It was found that students generated a large number of solvable mathematical problems, many of which were syntactically and semantically complex, and that nearly half the students generated sets of related problems. Subjects also solved eight fairly complex problems, and the relationship between their problem-solving performance and their problem posing was examined to reveal that “good” problem solvers generated more mathematical problems and more complex problems than “poor” problem solvers did. The multiple-step data analysis scheme developed and used herein should be useful to teachers and other researchers interested in evaluating students' posing of arithmetic story problems.

Exploring the World Using Proportional Reasoning: If Our Classroom Were the World

2018 ◽  
Vol 24 (2) ◽  
pp. 112-115
Author(s):  
Stacy Reeder
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Proportional Reasoning ◽  
Population Data ◽  
School Students ◽  
The World

Eager to understand their world, students can really engage when population data are introduced in the classroom. The lesson presented in this article was inspired by the book If the World Were a Village: A Book about the World's People (Smith 2011), which presents a great deal of data in a concise form that middle school students typically find interesting, engaging, and, most often, surprising.

scholarly journals Using 6 questions cognitive method and polya’s model to helps students solve mathematical problem

2021 ◽  
Vol 2 (2) ◽  
pp. 62-70
Author(s):  
Xinxin Li ◽  
Ying Zhou ◽  
Liwen Liang
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Cognitive Load ◽  
Mathematical Problem ◽  
Cognitive Model ◽  
Mathematical Equation ◽  
School Students ◽  
Equation Problem ◽  
The World

The ability to solve the mathematical equation problem is very important for the thinking development of middle school students.  “How to solve it” of George Polya is famous in the world. 6 questions cognitive model proposed by Professor Zhou are monitored through metacognition, and the 6 questions are coherent, complete and sequential. This paper found that the 6 questions cognitive model can help implement “How to solve it” of George Polya and reduce students' cognitive load. At the same time, this study found that 6 questions cognitive model can help students solve the mathematical equation problem better.

scholarly journals Protecting University Students From Bullying And Harassment: A Review Of The Initiatives At Canadian Universities

2018 ◽  
Vol 11 (4) ◽  
pp. 145-152 ◽  
Author(s):  
Magdalena Cismaru ◽  
Romulus Cismaru
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
University Students ◽  
Educational Institutions ◽  
School Students ◽  
University Environment ◽  
Canadian Universities ◽  
The World ◽  
Bullying And Harassment

Students’ bullying and harassment have been shown to be a problem and more schools around the world are starting to address them. Although much of the attention and research has focused on middle-school students, addressing bullying and harassment in universities is important and makes the object of the present research. We provide an overview of how student versus student bullying and harassment are reported, monitored, and dealt with at Canadian educational institutions. Specifically, we identify schools where there is information and policies regarding students’ persecution; we describe how colleges help and what advice they offer; we discuss frameworks used to tackle it; as well, we present other initiatives aiming to prevent it. We also attempt to evaluate measures by linking them with incidence figures. This review may guide future initiatives to tackle intimidation with the ultimate goal of improving the quality of university environment.

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