CLASSROOM ACTIVITIES FOR ABLE STUDENTS: In Kindergarten, First and Second Grades

1981 ◽  
Vol 28 (6) ◽  
pp. 48-54
Author(s):  
Edward C. Rathmell ◽  
Larry P. Leutzinger
Keyword(s):  
Word Problems ◽  
Major Part ◽  
Learning Experiences ◽  
Primary Grades ◽  
Primary Teachers ◽  
Instructional Time ◽  
Classroom Activities ◽  
Addition And Subtraction ◽  
Subtraction Facts

A major part of the instructional time devoted to mathematics in the primary grades involves helping children learn to count, read and write numerals, memorize basic addition and subtraction facts, add and subtract twodigit numbers, tell time, count money, and solve word problems. Since many able students already know or quickly learn these topics, primary teachers are faced with the problem of providing appropriate learning experiences for these children while the remainder of the class is learning them.

Math-Facts Memory Made Easy

1985 ◽  
Vol 33 (4) ◽  
pp. 21-25
Author(s):  
Gary Greene
Keyword(s):  
Primary Grades ◽  
Individualized Instruction ◽  
Flash Cards ◽  
Math Facts ◽  
Addition And Subtraction ◽  
Drill And Practice ◽  
Subtraction Facts ◽  
Speed And Accuracy

There comes a time when children in the primary grades are expected to increase the speed and accuracy with whlch they perform computational tasks. Mastery of basic addition and subtraction facts greatly facilitates a student's ability to achieve this objective. Although some children are able to learn math facts without individualized instruction, others require extensive support. For the latter students, teachers typically prescribe extra drill-and-practice activities (e.g., flash cards), often leading to disappointing and frustrating results for both the teacher and the child.

A Method of Self-Instruction for Learning the Thirty-Six Addition Combinations with Sums from Eleven to Eighteen and Their Corresponding Subtraction Facts in Grade II

1945 ◽  
Vol 38 (6) ◽  
pp. 246-251
Author(s):  
D. Banks Wilburn
Keyword(s):  
Primary Grades ◽  
Partial Answer ◽  
Analysis And Synthesis ◽  
Grade Ii ◽  
Addition And Subtraction ◽  
Self Instruction ◽  
Subtraction Facts

In an earlier article,1 the writer raised the question whether pupils in the primary grades are able to learn the facts of arithmetic largely by their own efforts. He reported a partial answer in a description of the successes of seventy-two pupils in Grade I with a method of self-instruction for learning the forty-five easier addition and subtraction combinations. These pupils learned the combinations through the study of groups. Three methods for studying groups were employed, namely, counting groups, comparing groups, and the analysis and synthesis of groups.

scholarly journals Associative and Strategic Study Approaches: Their Significant Relationships to Solving Meta Cognitive Problems of Mathematics Majors

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Marvin S. Daguplo
Keyword(s):  
Word Problems ◽  
Strong Relationship ◽  
Male And Female ◽  
Mathematics Majors ◽  
Classroom Activities ◽  
Significant Relationships ◽  
Significant Difference ◽  
Mathematical Word Problems ◽  
Strategic Study ◽  
Cognitive Problems

University students still found difficulties in working successfully mathematical word problems. Some researchers attributed this to students’ weak cognitive and abstract thinking. To address such problem, this study aimed to understand student’s cognitive approaches in processing mathematics information to determine students’ level of cognition and come up with classroom activities that enhance the desired approaches in processing mathematical information which influences learning. A total of thirty-seven students of SLSU – Tomas Oppus were the respondents of this descriptive-correlational study. A standardized Mathematics Information Processing Scale (Cronbach’s alpha coefficient=.89) was utilized to gather the data for this study. Statistical analysis revealed that there is no significant difference in the performance of male and female mathematics majors in solving word problems who performed at below average level. The same finding is found between male and female mathematics majors in their approaches in processing mathematics information when solving metacognitive problems, when doing deep-associative study, and when doing strategic study. Correlational analysis revealed that a strong relationship exists between solving metacognitive problems and doing associative and strategic study approaches. This study concludes that students who apply associative and strategic study methods perform well in solving meta-cognitive problems.Keywords: Mathematics, Processing Mathematics Information, Action Research, Philippines

scholarly journals Parsing Algebraic Word Problems into Equations

2015 ◽  
Vol 3 ◽  
pp. 585-597 ◽  
Author(s):  
Rik Koncel-Kedziorski ◽  
Hannaneh Hajishirzi ◽  
Ashish Sabharwal ◽  
Oren Etzioni ◽  
Siena Dumas Ang
Keyword(s):  
Linear Programming ◽  
Integer Linear Programming ◽  
Word Problems ◽  
Single Equation ◽  
Manual Annotation ◽  
Arithmetic Operations ◽  
Discriminative Models ◽  
Small Set ◽  
Addition And Subtraction

This paper formalizes the problem of solving multi-sentence algebraic word problems as that of generating and scoring equation trees. We use integer linear programming to generate equation trees and score their likelihood by learning local and global discriminative models. These models are trained on a small set of word problems and their answers, without any manual annotation, in order to choose the equation that best matches the problem text. We refer to the overall system as Alges.We compare Alges with previous work and show that it covers the full gamut of arithmetic operations whereas Hosseini et al. (2014) only handle addition and subtraction. In addition, Alges overcomes the brittleness of the Kushman et al. (2014) approach on single-equation problems, yielding a 15% to 50% reduction in error.

A study of pupils' understanding of arithmetic in the primary grades

1967 ◽  
Vol 14 (6) ◽  
pp. 481-485
Author(s):  
Frances Flournoy
Keyword(s):  
Correct Answer ◽  
Test Item ◽  
Multiple Choice ◽  
Primary Grades ◽  
Test Items ◽  
Underlying Principle ◽  
Addition And Subtraction ◽  
Multiple Choice Items ◽  
Fractional Numbers

The Primary Arithmetic Understanding Test was used in this study.1 The test contains 114 multiple-choice items based on 59 arithmetic principles taught in the prima ry grades. The test consists of four parts: (1) number and numeration, (2) addition and subtraction, (3) multiplication and division, and (4) meaning of fractional numbers. The test items were designed so that written computation would not be necessary in selecting an answer. It was judged that without the aid of written computation, the pupil would need to make use of the underlying principle on which each test item was based in order to select a correct answer.

Two-Digit: Addition and Subtraction: What Works?

1991 ◽  
Vol 38 (5) ◽  
pp. 10-13
Author(s):  
Frances Thompson
Keyword(s):  
Second Grade ◽  
Real Problem ◽  
The Real ◽  
What Works ◽  
Addition And Subtraction ◽  
Subtraction Facts

Students are introduced to two digit addition and subtraction during the second grade. This is their first encounter with the idea of regrouping in computation. Previous computation has been with singledigit numerals in the basic addition and subtraction facts. Much groundwork is necessary in numeration before students are introduced to twodigit computation. Students must have an understanding of how tens and ones are related in our base-ten notation. They need many varied experiences involving regrouping 10 ones for 1 ten or changing 1 ten for 10 ones before an algorithm is even introduced. But how to introduce the addition and subtraction algorithms effectively is the real problem.

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