Comparative merits of a manipulative approach to second-grade arithmetic

1966 ◽  
Vol 13 (3) ◽  
pp. 221-226
Author(s):  
Donald Nasca
Keyword(s):  
Individual Differences ◽  
Child Development ◽  
Second Grade ◽  
Primary Level ◽  
Rate Of Learning ◽  
Teaching Of Mathematics ◽  
Concrete Materials ◽  
Internal Operations

Three apparently unrelated developments have significant implications for the teaching of mathematics at the primary level. First, psychology labs specializing in child development report from Geneva that an operation is something that can be performed externally with concrete materials or internally with symbols representing those materials. It has been demonstrated that the probability of consistently performing internal operations accurately is increased by repeated experiences with the external, concrete models (Piaget [13], Bruner [3], and Flavell [5]*). Secondly, both the Woods Hole Conference (Bruner [3]) and the Kational Committee of the NEA Project on Instruction [11] have indicated that one of the most important considerations of instruction is that it should be based on the structure of the particular discipline being taught. Finally, in the 1964 Yearbook of the ASCD [1] it has been pointed out by Dehann and Doll that individual differences are based not solely on rate of learning, but rather on numerous factors, and that learning is both unique and personal.

scholarly journals Does Primary Education Hinder Child Development? A Study of Six Selected Primary Schools of Dhaka City in Bangladesh

2021 ◽  
Vol 6 (11) ◽  
pp. 334-344
Author(s):  
Shahanaz Akter ◽  
Md. Roknuzzaman Siddiky ◽  
Israt Eshita Haque
Keyword(s):  
Child Development ◽  
Adverse Effects ◽  
Primary Education ◽  
Urban Areas ◽  
Primary Schools ◽  
Personality Development ◽  
Structured Interview ◽  
Primary Data ◽  
Dhaka City ◽  
Primary Level

The study was intended to explore the effects of primary education on the childhood of the students of Dhaka city. Primary data for this study were collected from 18 students of 6 schools of Dhaka city by using semi-structured interview schedules. The study reveals that several factors pertaining to primary education such as unwillingness to go to school, excessive burden of textbooks, pressure of homework, lack of opportunities to play, frequent number of examinations, parents’ unhealthy competition for good results have adverse effects on child development. The study puts forward that the adverse effects of primary schools including Government primary schools and kindergarten schools have caused adverse physical, psychological, cognitive and personality development among the students and disrupted their joyful and playful childhood and social learning. Unified primary education is a utopia in Bangladesh making disparities among the students of different categories of schools. Children are going to school with a heavy bag loaded with textbooks, notebooks and other needed things. Children are going through mental pressure about their results and good grades which are appreciated with chocolates and their bad results are depreciated with rebuke and punishment. The most important factor of students’ attraction to go to school is the opportunity to play with the friends. Free, joyous, playful and colorful childhood of the primary level students is disappearing in the urban areas of Dhaka due to excessive study pressure in the primary level. However, the study recommends that a unified primary education system should be ensured in Bangladesh as soon as possible which would help the social, emotional and cognitive development of the children protecting their colorful childhood.

scholarly journals Individual Differences in Learning Efficiency

2019 ◽  
Vol 28 (6) ◽  
pp. 607-613
Author(s):  
Kathleen B. McDermott ◽  
Christopher L. Zerr
Keyword(s):  
Individual Differences ◽  
Experimental Approach ◽  
Long Term Memory ◽  
Positive Relation ◽  
Future Directions ◽  
Term Memory ◽  
Learning Efficiency ◽  
Rate Of Learning ◽  
Over Time

Most research on long-term memory uses an experimental approach whereby participants are assigned to different conditions, and condition means are the measures of interest. This approach has demonstrated repeatedly that conditions that slow the rate of learning tend to improve later retention. A neglected question is whether aggregate findings at the level of the group (i.e., slower learning tends to improve retention) translate to the level of individual people. We identify a discrepancy whereby—across people—slower learning tends to coincide with poorer memory. The positive relation between learning rate (speed of learning) and retention (amount remembered after a delay) across people is referred to as learning efficiency. A more efficient learner can acquire information faster and remember more of it over time. We discuss potential characteristics of efficient learners and consider future directions for research.

Arithmetic by television

1963 ◽  
Vol 10 (1) ◽  
pp. 28-30
Author(s):  
Lyla Lynch
Keyword(s):  
Individual Differences ◽  
Educational Television ◽  
Second Grade ◽  
Continuous Growth ◽  
Des Moines ◽  
Polk County

There was a watchful concern when second-grade arithmetic was made a part of the Des Moines–Polk County educational television curriculum. It was feared by many that arithmetic at the secondgrade level could not be taught successfully by TV. Local educators were conscious of the fact that mathematics requires the development of ideas structured in an appropriate sequence which allows for continuous growth. Many people reasoned that children would be inattentive; that direct teacher-to-pupil relationships would be lacking; that the children could not use manipulative materials with the studio teacher (a. technique desirable at this level); and that all would receive the same instruction with no provision for individual differences.

Working memory and individual differences in mathematics achievement: A longitudinal study from first grade to second grade

2009 ◽  
Vol 103 (2) ◽  
pp. 186-201 ◽  
Author(s):  
Bert De Smedt ◽  
Rianne Janssen ◽  
Kelly Bouwens ◽  
Lieven Verschaffel ◽  
Bart Boets ◽  
...  
Keyword(s):  
Working Memory ◽  
Longitudinal Study ◽  
Individual Differences ◽  
Mathematics Achievement ◽  
First Grade ◽  
Second Grade

scholarly journals Brain Regions Engaged by Part- and Whole-task Performance in a Video Game: A Model-based Test of the Decomposition Hypothesis

2011 ◽  
Vol 23 (12) ◽  
pp. 3983-3997 ◽  
Author(s):  
John R. Anderson ◽  
Daniel Bothell ◽  
Jon M. Fincham ◽  
Abraham R. Anderson ◽  
Ben Poole ◽  
...  
Keyword(s):  
Individual Differences ◽  
Video Game ◽  
Resource Competition ◽  
Cognitive Model ◽  
Brain Regions ◽  
Capacity Limits ◽  
Complex Skill ◽  
Rate Of Learning ◽  
Task Conditions ◽  
Phasic Activation

Part- and whole-task conditions were created by manipulating the presence of certain components of the Space Fortress video game. A cognitive model was created for two-part games that could be combined into a model that performed the whole game. The model generated predictions both for behavioral patterns and activation patterns in various brain regions. The activation predictions concerned both tonic activation that was constant in these regions during performance of the game and phasic activation that occurred when there was resource competition. The model's predictions were confirmed about how tonic and phasic activation in different regions would vary with condition. These results support the Decomposition Hypothesis that the execution of a complex task can be decomposed into a set of information-processing components and that these components combine unchanged in different task conditions. In addition, individual differences in learning gains were predicted by individual differences in phasic activation in those regions that displayed highest tonic activity. This individual difference pattern suggests that the rate of learning of a complex skill is determined by capacity limits.

scholarly journals Um estudo sobre o trabalho com resolução de problemas após um curso de formação continuada em Matemática com professores dos anos iniciais do Ensino Fundamental / A Study about Work with Problem Solving after a Course of Continuing Education in Mathematics with Teachers of the Early Years of Elementary School

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Giovana Pereira Sander ◽  
Nelson Antonio Pirola
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Continuing Education ◽  
Sao Paulo ◽  
Early Years ◽  
Teaching Mathematics ◽  
São Paulo ◽  
Problem Situations ◽  
Teaching Of Mathematics ◽  
Concrete Materials

ABSTRACTThis research aimed to investigate the practice of teaching mathematics through problem solving after the completion of the course of the continuing education of Pró-Letramento program. 458 persons participated of the program and they are teachers of the early years of elementary school from districts of the state of São Paulo / Brazil. The instruments used were a questionnaire about possible reflections offered by the course as the teaching of mathematics and recordings of three classes of four teachers of Mathematics. The data indicate that the course contributed to the practice of these teachers regarding the methodology of teaching mathematics, using concrete materials and games; and understanding of the content. In relation to work with problem solving, it was something with little presence in their speech. During the monitoring of lessons was observed that the problem situations are used for the application of previously learned algorithms. Although the course emphasize on teaching mathematical content through problem solving, having a specific time for discussions on this topic, teachers work with problems after the explanation of content, then characterizing it as exercise.RESUMOA presente pesquisa teve como objetivo investigar a prática de ensino da Matemática por meio da resolução de problemas após a realização do curso do programa de formação continuada do Pró-Letramento. Participaram 458 cursistas do programa que são professores dos anos iniciais do Ensino Fundamental de municípios do estado de São Paulo/Brasil. Os instrumentos utilizados foram um questionário sobre as possíveis reflexões propiciadas pelo curso quanto ao ensino da Matemática e gravações de três aulas de Matemática de 4 professores. Os dados apontam que o curso contribuiu com a prática desses professores quanto à metodologia de ensino da Matemática, utilizando materiais concretos e jogos; e à compreensão dos conteúdos. Já o trabalho com a resolução de problemas foi algo pouco presente em suas falas. Durante o acompanhamento das aulas foi possível observar que as situações problema são utilizadas para a aplicação de algoritmos anteriormente aprendidos. Apesar de o curso salientar sobre o ensino de conteúdos matemáticos através da resolução de problemas, tendo um momento específico para discussões sobre essa temática, os professores trabalham com problemas após a explicação de um conteúdo, caracterizando-o, então, como exercícios. Contato principal: [email protected]

The Language Issue in the Teaching of Mathematics in South Africa: Intermediate Phase research from one province

2020 ◽  
Author(s):  
Lindiwe Tshuma
Keyword(s):  
South Africa ◽  
South African ◽  
Intermediate Phase ◽  
Research Project ◽  
Primary Level ◽  
Doctoral Research ◽  
Language Competency ◽  
Teaching Of Mathematics ◽  
African Media ◽  
Initial Research

The book is the result of a five-year project that culminated (within the first three years) in doctoral research interrogating language competency for meaningful mathematics instruction at upper primary level conducted at University of Stellenbosch in 2017; and this book in the succeeding two years. The initial research project received countrywide coverage in several South African media outlets including Times Live and Radio 2000.

Using Research to Develop Computational Fluency in Young Mathematicians

2007 ◽  
Vol 14 (3) ◽  
pp. 132-138
Author(s):  
Tricia Ann O'Loughlin
Keyword(s):  
Second Grade ◽  
Computational Fluency ◽  
Teaching Of Mathematics ◽  
Grade Classroom

A teacher's journey to improve her teaching of mathematics by conducting classroom-based inquiry to meet the specific mathematical needs in her second grade classroom. Her process to develop and improve computational fluency through research-based methods is detailed.

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