Zero, the troublemaker

1969 ◽  
Vol 16 (5) ◽  
pp. 365-367
Author(s):  
Boyd Henry
Keyword(s):  
Elementary School ◽  
School Teacher ◽  
Number System ◽  
Elementary School Teacher ◽  
Fifth Grade ◽  
Teaching Career ◽  
Know How ◽  
Grade Teacher

Every elementary school teacher will agree that the concept of zero is difficult for mimy children to grasp. In fact, many teachers themselves are uncomfortable when they must work with numbers involving zero. One veteran fifth-grade teacher was observed drilling her students to repeat that 6 × 0 = 0, but that 0 × 6 = 6. Apparently she didn't really believe the commutative law which she had previously “taught” her students. Moreover, the role of zero in the structure of the number system was at best vague and certainly confusing to her. We will never know how many hundreds of students she had confused about zero over the long years of her teaching career. The fault does not lie entirely with the teacher alone, of course. At least one textbook she had used in years past made quite a point of stating that zero is not a number. Such mjsinformation as this could only confuse both teacher and students. After all, she might reason, if zero is not a number, it is not obliged to follow the laws of numbers such as the commutative Jaw for multiplication.

Working with Text-Reasoning in Third Grade

2021 ◽  
pp. 26-30
Author(s):  
E. Korochkina
Keyword(s):  
Elementary School ◽  
Teaching Methods ◽  
School Teacher ◽  
Practical Experience ◽  
Third Graders ◽  
Elementary School Teacher ◽  
Russian Language ◽  
Different Types ◽  
Independent Work

The article reveals the practical experience of an elementary school teacher in shaping knowledge of different types of speech (types of text) among third-graders: text-description; narration text; text-reasoning. An example of organizing a Russian language lesson to familiarize with the text-reasoning is given. The role of such teaching methods as observing the characteristics of texts of different types, conducting an educational dialogue, and independent work on creating texts of different types is emphasized.

scholarly journals Penerapan Metode Demonstrasi untuk meningkatkan Hasil Belajar Membaca Puisi Siswa kelas V SD Katolik V St Agustinus Tomohon

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Mayske Rinni Liando ◽  
Yeyenderlang Mutahang ◽  
Hetty J Tumurang
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Learning Outcomes ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Learning Activities ◽  
Fifth Grade ◽  
Learning Methods ◽  
Learning To Read ◽  
Fifth Grade Students

This study aims to improve the learning outcomes of reading poetry through the application of the Demonstration Method in fifth grade students of the Catholic Elementary School V St. Agustinus Tomohon. The method used is classroom action research (CAR) which refers to the design proposed according to Kemmis and Taggart (Zainal Aqib, 2006) which consists of 4 stages, namely: 1. Planning, 2. Implementation, 3. Observation, 4. Reflection with two cycles. The results obtained in the first cycle were 64% and the second cycle reached 85% in this case there was an increase in learning outcomes in learning to read poetry in the theme of education in the fifth grade students of the Vth Catholic Elementary School St. Agustinus Tomohon so that the implementation of the action could be said to be successful. Based on the results of the study it can be concluded that the use of the Demonstration Method can improve the learning outcomes of reading poetry in the theme of the education of fifth grade students of the 5th Catholic Elementary School St. Agustinus Tomohon. It is recommended that the use of the Demonstration Method can be recommended as one of the learning methods that can be used by the fifth grade V Catholic Elementary School teacher St. Agustinus Tomohon in learning activities in Reading Poetry in Educational Themes

scholarly journals Teacher Support for Eliciting Students Mathematical Thinking: Problem Posing, Asking Questions, and Song

2020 ◽  
Vol 19 (10) ◽  
pp. 265-285
Author(s):  
Ary Woro Kurniasih ◽  
Isti Hidayah ◽  
Mohammad Asikin
Keyword(s):  
Elementary School ◽  
Mathematical Thinking ◽  
School Teacher ◽  
Mathematics Learning ◽  
Elementary School Teacher ◽  
Problem Posing ◽  
Fifth Grade ◽  
Stimulus Form ◽  
Study Results ◽  
Thinking Ability

Mathematical thinking and reasoning are at the core of mathematics learning, strategies to facilitate their development are global issues for various countries. This qualitative study aims to describe the fifth-grade elementary school teacher’s stimulus form, to expand students’ thinking ability in mathematics learning and obtain a stimulus formulation of the fifth-grade elementary school teacher in developing students’ mathematical thinking ability. Data were obtained by using open-ended questionnaire methods and passive participation observation. The study results showed that the stimulus form of the fifth-grade elementary school teacher in expanding students’ thinking skill in learning the mathematics comprises problem posing, asking guiding questions, facilitating technology (learning videos/PowerPoint/Plickers), and song. The recommendation of fifth-grade elementary school teacher stimulus for developing students’ mathematical thinking ability was asking the probing question, playing, and games. Furthermore, the results of the second year’s research were widely disseminated to teachers. Primary school teachers who are part of the teacher working group also need to improve their professionalism, especially concerning developing stimulus thinking and applying it in learning. Therefore, the follow-up as the management of learning in the form of INNOMATTS training.

scholarly journals SENSITIVITAS GENDER GURU SEKOLAH DASAR DI KOTA SURAKARTA

2017 ◽  
Vol 1 (2) ◽  
pp. 53
Author(s):  
Siany Indria Liestyasari
Keyword(s):  
Elementary School ◽  
Gender Stereotypes ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Men And Women ◽  
Biological Concept ◽  
Equitable Education ◽  
Role Of Teachers ◽  
Main Thing

This article studies the issue of gender sensitivity in Elementary School teacher relations with gender equitable education in Surakarta. Since the ratification of CEDAW Convention, State has obligation to provide protection to Indonesian citizens, specifical women in all aspects of life, including the education. The role of teachers as educators is the main thing in the embodiment of gender equitable education that began at the school. This research finds that the understanding of gender concepts from informants varies greatly, but it all comes down to differences between men and women who are his base is merely a biological concept. This concept is actually reinforced gender stereotypes. But they have to apply gender equitable education in the classroom, with the understanding that as a teacher they are not entitled to differentiate between boys and girls. Because understanding the concept of gender that is not comprehensive, the gender fair education applications limited only to the problem of equality of treatment for boys and girls.

scholarly journals EMPATI DAN KONTROL DIRI GURU DALAM MENGAJAR DI SEKOLAH DASAR

2016 ◽  
Vol 5 (1) ◽  
pp. 22-27
Author(s):  
YUFIARTI YUFIARTI ◽  
IRIANI INDRI HAPSARI ◽  
ULFATUL ANNISAA
Keyword(s):  
Elementary School ◽  
Regression Analysis ◽  
Quantitative Method ◽  
School Teacher ◽  
Positive Influence ◽  
Elementary School Teacher ◽  
Self Control ◽  
Affective Empathy ◽  
Public Elementary School

This research was conducted to determine the role of empathy toward teacher's self-control in teaching at public elementary school. This research uses quantitative method. Adaptation from QCAE instruments (Cognitive and Affective Empathy Questionnaire) and self-control instruments were constructed based on Averill's theory is occupied as Empathy instruments. The sample of this research is 72 respondents, public elementary school teacher. The method used in this research is regression analysis. The result is positive influence. This shows the higher level of empathy teachers will have impact on the higher self- control. Presentation the influence result is 9,7% and rest influenced by other factors.

scholarly journals PENGEMBANGAN KETERAMPILAN HIDUP (LIFE SKILLS) DI SD & IMPLIKASINYA DI PGSD

2007 ◽  
Vol 15 (VIII) ◽  
pp. 51-56
Author(s):  
M. S. Sumantri
Keyword(s):  
Elementary School ◽  
Teacher Candidates ◽  
Life Skills ◽  
Human Life ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Elementary School Student

The growing problems in human life have changed the living value. The education institutions are expected to equip the student with life skills relevant to their daily problems. This article puts forward the importance of the life skills and discusses how the life skills should be developed for elementary school student. Further, the role of Elementary School Teacher Program (PGSD) in training and preparing the elementary school teacher candidates is also discussed.

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