Let's go one step farther in addition

1971 ◽  
Vol 18 (6) ◽  
pp. 413-415
Author(s):  
Walter J. Sanders
Keyword(s):  
Word Problems ◽  
Classroom Activity ◽  
One Step ◽  
In The Beginning ◽  
Addition Facts

Children spend a great deal of time finding answers to addition problems. In the beginning, the problems are related to classroom activity or to manipulative materials, which most children enjoy. Since answers are usually determined at this stage by counting, it frequently takes a child quite a bit of time and effort to do one problem. As the child becomes familiar with “addition situations,” emphasis shifts to skill in adding “pure numbers.” The addition facts are memorized, and column addition is introduced. Practice using column addition is coupled with applications through word problems.

Our gods don't wear spandex

2020 ◽  
Vol 60 (2) ◽  
pp. 102-113
Author(s):  
Angelika Funek
Keyword(s):  
Comparative Analysis ◽  
Comic Book ◽  
Scientific Discourse ◽  
Modern World ◽  
Main Series ◽  
Human Need ◽  
One Step ◽  
In The Beginning ◽  
The Impact

The Comparison between the comic books’ superheroes and gods often appears in the scientific discourse. This phenomenon is linked to the human need for creating new idols. In their comic book titled The Wicked and the Divine, Kieron Gillen and Jamie McKelvie are going one step further and decide to create a whole new pantheon, designed to fit our century. Creators did not design new gods, they used various pantheons and reincarnated them in new, different bodies. In this article, I will be considering the role of divinity and its place in the modern world. In order to achieve this, I will use comparative analysis between the main series of The Wicked and the Divine and two special one-shots — first set in the twenties of the twentieth century, second in the beginning of the nineteenth century — to highlight the differences in the role of gods and divinity in different period of time. The article will also concentrate on the form of the bodies that the gods gain due to the reincarnation, and the impact of this phenomenon on the place that they take in society.

Role of Schemas in One-Step Word Problems

1999 ◽  
Vol 5 (3) ◽  
pp. 269-289 ◽  
Author(s):  
Constantinos Christou ◽  
George Philippou
Keyword(s):  
Word Problems ◽  
One Step

Semantic structures of one-step word problems involving multiplication or division

1995 ◽  
Vol 28 (1) ◽  
pp. 55-72 ◽  
Author(s):  
Siegbert Smidt ◽  
Werner Weiser
Keyword(s):  
Word Problems ◽  
One Step

scholarly journals Profile of Students’ Problem-Solving Skills Viewed from Polya's Four-Steps Approach and Elementary School Students

2021 ◽  
Vol 10 (4) ◽  
pp. 1625-1638
Author(s):  
Riyadi*, Triana ◽  
Triana Jamilatus ◽  
Puput Nikmaturrohmah
Keyword(s):  
Problem Solving ◽  
Word Problems ◽  
Fourth Grade ◽  
School Students ◽  
Problem Solving Skills ◽  
Fifth Grade Students ◽  
Third Grade Students ◽  
Fourth Grade Students ◽  
One Step ◽  
Better Than

<p style="text-align: justify;">Problem-solving is considered one of the thinking skills that must be possessed in 21<sup>st</sup>-century education because problem-solving skills are required to solve all problems that arise. The problem-solving stages that can be used are Polya's four steps, namely, understanding the problem, devising a plan, carrying out the plan, and looking back. Problem-solving skills are essential for solving word problems. Word problems based on arithmetic operations are divided into three types: one-step, two-step, and multistep. This qualitative research aimed to see problem-solving skills viewed from the type of word questions and elementary school students’ third, fourth, and fifth grades. A purposive sampling technique with 22 third-grade students, 28 fourth-grade students, and 21 fifth-grade students was used. The data were collected using documentation, testing, and interview methods. The findings of the study showed that fourth-grade students’ problem-solving skills are better than those of third-grade students, and the problem-solving skills of fifth-grade students are better than those of fourth-grade students. The percentage of Polya's steps always decreases because not all students master problem-solving. Based on the types of questions, the percentage of the one-step word problem is better than that of the two-step while the percentage of the two-step word problems is higher than that of the multistep.</p>

Automatic activation of addition facts in arithmetic word problems

2010 ◽  
Vol 63 (2) ◽  
pp. 310-319 ◽  
Author(s):  
Josetxu Orrantia ◽  
Laura Rodríguez ◽  
Santiago Vicente
Keyword(s):  
Word Problems ◽  
Automatic Activation ◽  
Addition Facts

Overcoming the Walls Surrounding Word Problems

2005 ◽  
Vol 11 (5) ◽  
pp. 256-262
Author(s):  
Gregorio A. Ponce ◽  
Leslie Garrison
Keyword(s):  
Oral Language ◽  
Word Problems ◽  
Cognitively Guided Instruction ◽  
Classroom Activity ◽  
Teachers And Students ◽  
And Mathematics ◽  
Guided Instruction ◽  
Instructional Theories

The integration of two powerful instructional theories (Daily Oral Language and Cognitively Guided Instruction) into one classroom activity that is helping break the barriers teachers and students face when working with word problems. Teachers will gain informative techniques to integrate these strategies to include reading, writing, and mathematics in the classroom.

scholarly journals One-step ‘change’ and ‘compare’ word problems: Focusing on eye-movements

2017 ◽  
Vol 13 (37) ◽  
Author(s):  
Andreas Moutsios-Rentzos ◽  
Panagiotis J. Stamatis
Keyword(s):  
Eye Movements ◽  
Word Problems ◽  
Step Change ◽  
One Step

Introducción. En este estudio, nos centramos en la relación entre pensamiento matemático y sus movimientos oculares no-mecánicos, identificados con el propósito de obtener una comprensión profunda de los procesos de razonamiento de los estudiantes y para investigar la viabilidad de incorporar la in-formación de movimiento ocular en la instrucción cotidiana.Método. Se trata de un estudio cuantitativo. Participaron 38 estudiantes de primer grado (6 años). Se les presentaron verbalmente presentó seis palabra en un problema aritmético: tres problemas de "cambio" y tres problemas de “comparación”. Los problemas fueron elegidos para estar dentro de las habilidades matemáticas de los estudiantes.Resultados. Los resultados de este estudio parecen validar la técnica de recolección de datos no mecánico. Además, se encontraron diferencias en los movimientos colares hacia la derecha (lo que sugiere la actividad del hemisferio izquierdo) y la propagación movimientos oculares (que sugiere la actividad de ambos hemisferios) en línea con la literatura. Se encontró que los problemas más desafiantes estaban vinculado con una difusión más amplia de movimientos oculares y durante más tiempo. Por otra parte, aunque los niños parecen ser más rápidos que las niñas en las tareas más fáciles, no se encontraron diferencias estadísticas en las tareas más difíciles.Discusión. La técnica "más suave" utilizada era lo suficientemente sensible para estar de acuerdo con la literatura existente y al mismo tiempo, ayudar en la obtención de una comprensión más profunda de 'razonamiento acerca de los problemas comparar de “cambio” y de “comparación”.. Por ejemplo, las diferencias de género denunciados -en línea con la más amplia evidencia de la investigación de la educación y neuropsicología- sugieren indicios cualitativos de diferentes procesos de pensamiento involucrados, que pueden estar relacionados con diferentes disposiciones de pensamiento relacionadas con el género. En consecuencia, se postuló que la técnica adoptada era está en línea con la evidencia de la investigación relevante, ofreciendo al mismo discernimiento en los complejos procesos involucrados, permitiendo así una mayor investigación que se llevó a cabo con el fin de investigar los beneficios instruccionales de la incorporación de tales técnicas "blandas" movimiento de movimiento ocular para identificar procesos de pensamiento en las prácticas de enseñanza cotidianas.

The Developmental Nature of Ability to Solve One-Step Word Problems

1998 ◽  
Vol 29 (4) ◽  
pp. 436 ◽  
Author(s):  
Constantinos Christou ◽  
George Philippou
Keyword(s):  
Word Problems ◽  
One Step

Children's Conceptual Understanding of Situations Involving Multiplication

1986 ◽  
Vol 33 (5) ◽  
pp. 34-37
Author(s):  
Ana Helvia Quintero
Keyword(s):  
Conceptual Understanding ◽  
Word Problems ◽  
Mathematics Curriculum ◽  
Arithmetic Operation ◽  
Main Difficulty ◽  
One Step

One-step word problems are usually included in the mathematics curriculum so that students can learn to apply a new arithmetic operation. Recent studies (Carpenter, Hiebert, and Moser 1979; Quintero 1980), however, point out that the main difficulty children have with these problems is understanding the situation described in the problem and not in determining the correct arithmetic operation to apply. So in teaching word problems, we should place more importance on helping children understand the situation described in the problem. To do this, we must be aware of the different situations that can be modeled by an operation as well as the different concepts needed to understand each situation.

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