The Critical Role of Elementary School Mathematics in Equalizing Opportunity

1981 ◽  
Vol 29 (1) ◽  
pp. 44-45
Author(s):  
Lucy W. Sells
Keyword(s):  
Grade Level ◽  
Critical Role ◽  
Sixth Grade ◽  
Proficiency Tests ◽  
Remedial Courses ◽  
Elementary School Mathematics ◽  
Job Opportunities ◽  
Sixth Grade Students ◽  
Catch Up

In many school districts across the country, students' assignment to mathematics courses in the seventh, eighth, and ninth grades is based on scores on proficiency tests given in the sixth grade. Students who are seriously below grade level on these tests get assigned to remedial courses so that they have the opportunity to catch up. Students who do not master the basic skills needed to catch up will never make it through the algebra and geometry courses required for admission to many colleges, and increasingly required for advancement in technical fields that do not require a college degree. Thus, failure to achieve mastery of arithmetic skills at grade level presents a serious barrier to job opportunities for students.

scholarly journals Educación patrimonial y fotografía estereoscópica: intervención didáctica

2019 ◽  
pp. 35
Author(s):  
Jordi Ferrer-Peris ◽  
Juan Carlos Colomer-Rubio
Keyword(s):  
Educational System ◽  
Digital Technology ◽  
Digital Technologies ◽  
Sixth Grade ◽  
School Curriculum ◽  
Intangible Heritage ◽  
Sixth Grade Students ◽  
Technological Means ◽  
Research Document

The insertion of digital technology for the work of tangible and intangible heritage can become a creative tool that reinforces the role of the teacher as an educator of local heritage (in line with what is suggested in the Plan Nacional de Educación y Patrimonio (PNEyP)). In addition, this type of resources allow the development of tools that improve the interpretation of the patrimonial environments and bring them closer to the students.  Our proposal is an original didactic intervention made with sixth grade students of Primary Education is exposed in the environment of Castell de Marinyén (Benifairó de la Valldigna, Valencia) through the use of stereoscopic or spherical photography and the hypothesis of reconstruction. This activity combines research on the immediate environment, the digital technologies and the use of image as a research document, which has made it possible to propose the technological means in patrimonial education by means of updated, simple and accessible resources that allow the realization of concrete investigations and the work of contents of different areas of knowledge. In conclusion, the defects that the patrimonial education has had in its insertion in the educational system, extending its treatment in the classroom, as well as its disposition within the school curriculum.

scholarly journals Adolescents’ and mothers’ temperament types and their roles in early adolescents’ socioemotional functioning

2017 ◽  
Vol 42 (5) ◽  
pp. 453-463 ◽  
Author(s):  
Riikka Hirvonen ◽  
Johanna Väänänen ◽  
Kaisa Aunola ◽  
Timo Ahonen ◽  
Noona Kiuru
Keyword(s):  
Conduct Problems ◽  
Early Adolescents ◽  
Sixth Grade ◽  
Adolescent Mother ◽  
Socioemotional Adjustment ◽  
Emotional Symptoms ◽  
Socioemotional Functioning ◽  
Latent Profile Analyses ◽  
Sixth Grade Students

The present study examined adolescents’ and mothers’ temperament types and their roles in the socioemotional functioning of early adolescents. A total of 869 sixth-grade students and 668 mothers participated in the study. The students rated their temperament and socioemotional functioning and the mothers rated their own temperament. Latent profile analyses identified four temperament types among the adolescents (resilient, reserved, average, and mixed) and three types among the mothers (resilient, average, and mixed). The results showed that the adolescents with resilient or reserved temperaments reported significantly fewer conduct problems and emotional symptoms, less hyperactivity, and higher prosociality than adolescents with a mixed temperament type. The most adaptive adolescent–mother temperament matches were between a resilient or reserved adolescent and a resilient or average mother; these adolescents reported the highest levels of socioemotional functioning. Mothers with mixed or average temperaments were related to fewer conduct problems and emotional symptoms and less hyperactivity among adolescents with a mixed temperament, while mothers with a resilient temperament type were beneficial for prosocial behavior among adolescents with a mixed temperament. These findings increase understanding of the role of temperament and the interplay between adolescents’ and mothers’ temperaments in the development of early adolescents’ socioemotional adjustment.

Mathematics, Quantitative and Attitudinal Measures for Elementary School Boys and Girls

1982 ◽  
Vol 51 (1) ◽  
pp. 155-162
Author(s):  
Gail Fendrich-Salowey ◽  
Mary Buchanan ◽  
Clifford J. Drew
Keyword(s):  
Elementary School ◽  
Sex Differences ◽  
Locus Of Control ◽  
Grade Level ◽  
Sixth Grade ◽  
Mathematical Achievement ◽  
Intellectual Ability ◽  
Independent Group ◽  
Sixth Grade Students ◽  
Below Grade Level

This study examined sex differences in quantitative ability, attitude toward arithmetic, and locus of control as variables that may affect mathematical learning. Subjects were 48 fifth and sixth grade students in one school. Intellectual ability and mathematical achievement levels were controlled. Independent group comparisons with sex and mathematical achievement grade level were examined to determine if significant differences existed between groups. Significant differences were evident on only a single comparison. Subjects below grade level in mathematics scored significantly lower than those at grade level on the operations portion of the Stanford Diagnostic Arithmetic Test.

scholarly journals The Role of Interest in Fostering Sixth Grade Students’ Identities As Competent Learners

2000 ◽  
Vol 30 (1) ◽  
pp. 43-70 ◽  
Author(s):  
Jean C. Mcphail ◽  
Joanne M. Pierson ◽  
John G. Freeman ◽  
Julie Goodman ◽  
Arati Ayappa
Keyword(s):  
Sixth Grade ◽  
Sixth Grade Students

scholarly journals PENGARUH BIMBINGAN ORANGTUA TERHADAP PRESTASI BELAJAR IPA SISWA KELAS VI SDN 004 BONTANG

2016 ◽  
Vol 10 (1) ◽  
pp. 55
Author(s):  
Uminingsih Uminingsih
Keyword(s):  
Sixth Grade ◽  
Correlational Design ◽  
Sixth Grade Students ◽  
Parental Guidance

This study is intended to see the role of parental guidance to improve students’ achievement in IPA.  The study took place in the sixth grade students of SDN 004 Bontang Utara.  This study used correlational design. This study assigned 68 students as the respondents. Data of this study were collected from questionnaire and documents.  This study revealed that parental guidance significantly improves students’ achievement in IPA.  The higher the guidance is provided, the better the achievement in IPA the students gain.  

The Journey of a Word: An Action Research Intervention of Morphemic Analysis and Etymology for a Middle School Gifted and Talented Class

2021 ◽  
Vol 45 (1) ◽  
pp. 38-49
Author(s):  
Sarah Caroline Halford ◽  
Marcia B. Imbeau ◽  
Linda H. Eilers
Keyword(s):  
Action Research ◽  
Gifted And Talented ◽  
Grade Level ◽  
Sixth Grade ◽  
Vocabulary Knowledge ◽  
Literacy Intervention ◽  
Action Research Project ◽  
Sixth Grade Students ◽  
Analysis Strategies ◽  
Morphemic Analysis

Sixth-grade students who had been identified as gifted and talented participated in a literacy intervention designed and implemented by the first author as part of an action research project. These students were meeting the grade-level standards in literacy, so the project aimed to push their vocabulary knowledge further in order to prepare them for the complex vocabulary they encounter in their independent reading and assigned content units. This daily intervention directly taught students the origins and histories of words and word parts from Latin, Greek, Germanic, and French languages, introduced morphemic analysis strategies, and gave them techniques to analyze the words’ meanings based on that information. Content-specific vocabulary, as well as general vocabulary knowledge of the participating students increased significantly. Throughout the intervention, students’ confidence in vocabulary knowledge improved, and they gained a deeper understanding of the nuances of language as their ability to apply this knowledge in other contexts grew and facilitated better understanding of the words they read.

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