Functions

1967 ◽  
Vol 14 (8) ◽  
pp. 657-664
Author(s):  
Edward Esty
Keyword(s):  
High School ◽  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
University Of Illinois ◽  
The University

Some of the recent elementary school arithmetic textbooks introduce functions, a topic formerly appearing no earlier than in high school. The University of Illinois Arithmetic Project has long used functions (called “jumping rules” by the Project) in classes for elementary school children.

Association of Eye Color and Sex with Basketball Free Throws by Elementary School Children

1991 ◽  
Vol 73 (3_suppl) ◽  
pp. 1181-1182
Author(s):  
Tammy Patee ◽  
Mike Frewen ◽  
John Beer
Keyword(s):  
High School ◽  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Eye Color ◽  
Free Throw

Dark-eyed individuals perform reactive activities better while light-eyed individuals generally perform self-paced activities better. There were 68 (21 dark-and 47 light-eyed) elementary school children who shot 5 practice and then 15 free throws from the free-throw line in a high school gym. There were no differences in performance between light- and dark-eyed children, but boys scored more free throws than girls.

Arithmetic with Frames

1957 ◽  
Vol 4 (3) ◽  
pp. 119-124
Author(s):  
_ _
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
Elementary School Students ◽  
School Mathematics ◽  
School Students ◽  
Project Staff ◽  
University Of Illinois ◽  
The University

The project of the university of Illinois Committee on school Mathematics is primarily concerned with students in grades nine through twelve. Frequently, the Project staff is asked if its work with high school students has implications for students in earlier grades, that is, if in attempting to work out better ways of presenting material to high school students, ideas have occurred for better ways to present mathematics to elementary school students.

Developing leadership qualities in environmental sustainability through university co-curricular activities

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Karla Ordaz ◽  
Kelvin Tan ◽  
Sarah Skett  ◽  
Irene Marie Herremans
Keyword(s):  
Elementary School ◽  
Graduate Students ◽  
School Children ◽  
Environmental Sustainability ◽  
Elementary School Children ◽  
Leadership Characteristics ◽  
Leadership Qualities ◽  
Content Type ◽  
Learning Platform ◽  
The University

Purpose This study aims to provide insight into the question of whether graduate students who deliver environmental education workshops/residencies to elementary school children will develop environmental sustainability leadership qualities in themselves: a goal set in the University of Calgary’s Institutional Sustainability Strategy. Design/methodology/approach Survey research was undertaken in a case study setting. The researchers collected and analyzed data related to environmental leadership qualities, using the theory of planned behavior and an adaptation of the competing values framework. Graduate students participating in the co-curricular program responded to questions about the effect that the activity had on their knowledge, awareness and leadership characteristics. Findings Graduate students demonstrated considerable leadership potential in environmental sustainability. The survey results showed that their participation in a community educational program impacted their attitudes and awareness favorably in developing stronger competencies for leadership. In addition, they gained real-world knowledge about environmentally sustainable practices and skills to influence pro-environmental behavior changes in the community. Originality/value Through a partnership between a non-profit organization and the university, graduate students in an interdisciplinary sustainable energy development program used their formal education and previous work experience to adapt and deliver engaging and educational environmental content to younger children. This informal co-curricular activity brought together local educational institutions, educational content providers, graduate students, and elementary school children in an effective experiential learning platform to develop leadership characteristics both in the graduate students and elementary school children.

Principles and Standards: What is Algebra in Elementary School

2001 ◽  
Vol 8 (4) ◽  
pp. 196-200
Author(s):  
Jennifer M. Bay-Williams
Keyword(s):  
High School ◽  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Early Mathematics ◽  
Principles And Standards ◽  
Abstract Content ◽  
K 12

Patterns have long been part of early mathematics experiences. The K–4 Patterns and Relationships Standard in Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) was replaced in Principles and Standards for School Mathematics (NCTM 2000) with a K–12 Algebra Standard. This Standard encompasses patterns, functions, and some topics that are beyond what traditionally was considered to be algebra. However, the word algebra, often associated with content covered in a traditional middle school or high school course, can evoke feelings of anxiety and raise questions of appropriateness when discussed in relation to elementary school children. What is algebra in elementary school if it is more than identifying and extending patterns in the early grades yet is not the abstract content of an algebra course?

Equivalence of Two Inventories for Assessing Attitudes toward Physical Activity

1977 ◽  
Vol 40 (3_suppl) ◽  
pp. 1031-1034 ◽  
Author(s):  
Robert W. Schutz ◽  
Frank L. Smoll
Keyword(s):  
Physical Activity ◽  
High School ◽  
Elementary School ◽  
Multivariate Analysis ◽  
High School Students ◽  
Undergraduate Students ◽  
School Children ◽  
Elementary School Children ◽  
Multidimensional Model ◽  
School Students

Two forms of an inventory for assessing attitudes toward physical activity were administered to 220 undergraduate students. Kenyon's inventory was developed for use with adults and high school students, while the Simon and Smoll adaptation of this inventory was designed for elementary school children. A multivariate analysis of variance yielded nonsignificant differences on four of the six attitude dimensions of the multidimensional model for physical activity. Further analyses indicated that the two inventories are essentially equivalent, but with some caution being required in the interpretation of any differences between inventories with respect to attitude as an ascetic experience.

scholarly journals PEDAGOGICAL REQUIREMENTS FOR THE IMPLEMENTATION OF DIFFERENTIATED APPROACH IN TEACHING ELEMENTARY SCHOOL CHILDREN

2019 ◽  
Vol 7 (6) ◽  
pp. 495-499
Author(s):  
Gulnara Faridovna Dulmukhametova ◽  
Zarina Nailevna Sirazieva ◽  
Gulnara Faritovna Gali ◽  
Usova Svetlana Nicolaevna ◽  
Dilbar Valievna Shamsutdinova
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Developmental Psychology ◽  
Sex Differentiation ◽  
Educational Process ◽  
Effective Organization ◽  
And Gender ◽  
Teachers And Parents ◽  
The University

Purpose of the Study: The article describes the view of the authors on the model of the implementation of a differentiated approach in the training of elementary school children. Methodology: In the research the authors identify and systematize the pedagogical requirements for ensuring the sex differentiation in the education of elementary school children, together forming a meaningful model for implementing a gender approach to the educational process of primary school and including gender education for students, teachers, and parents. The authors analyze the category of sex differentiation in domestic and foreign pedagogy. Result: The authors theoretically describe the problem of implementing a differentiated approach in teaching elementary school children, and also substantiate the experimental work on testing the effectiveness of pedagogical conditions that interconnect and complement each other, forming a dynamic system that ensures the effective organization of the sex differentiation of elementary school children. Application and Novelty: Presented pedagogical requirements and model of a gender approach to the educational process can solve the age and gender problems of elementary school children and harmonize their relationships. Data of the article can be used not only in the educational process of elementary school but also at the lessons of such subjects as "Pedagogical psychology", "Developmental psychology", "Differential psychology" at the university. These requirements give the opportunity to prepare more qualified and competent psychologists and teachers for elementary school.

Growth Changes in Morphological and Mechanical Properties of Human Patellar Tendon in Vivo

2014 ◽  
Vol 30 (3) ◽  
pp. 415-422 ◽  
Author(s):  
Keitaro Kubo ◽  
Takanori Teshima ◽  
Norikazu Hirose ◽  
Naoya Tsunoda
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
Patellar Tendon ◽  
School Children ◽  
Junior High School ◽  
Elementary School Children ◽  
Junior High ◽  
Junior High School Students ◽  
School Students

The purpose of this study was to compare the morphological and mechanical properties of the human patellar tendon among elementary school children (prepubertal), junior high school students (pubertal), and adults. Twenty-one elementary school children, 18 junior high school students, and 22 adults participated in this study. The maximal strain, stiffness, Young’s modulus, hysteresis, and cross-sectional area of the patellar tendon were measured using ultrasonography. No significant difference was observed in the relative length (to thigh length) or cross-sectional area (to body mass2/3) of the patellar tendon among the three groups. Stiffness and Young’s modulus were significantly lower in elementary school children than in the other groups, while no significant differences were observed between junior high school students and adults. No significant differences were observed in maximal strain or hysteresis among the three groups. These results suggest that the material property (Young’s modulus) of the patellar tendons of elementary school children was lower than that of the other groups, whereas that of junior high school students was already similar to that of adults. In addition, no significant differences were observed in the extensibility (maximal strain) or viscosity (hysteresis) of the patellar tendon among the three groups.

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