Let's Do It: Using Geometry Tiles As a Manipulative for Developing Basic Concepts

1983 ◽  
Vol 30 (8) ◽  
pp. 8-15
Author(s):  
Virginia M. Horak ◽  
Willis J. Horak
Keyword(s):  
Young Children ◽  
School Experiences ◽  
Elementary Grades ◽  
Spatial Relationships ◽  
Geometric Shapes ◽  
Geometrical Concepts ◽  
Basic Concepts ◽  
Out Of School

Many of the out-of-school experiences young children have deal with geometrical concepts and understandings. Thus children have an intuitive feeling for much of the geometry content introduced in the lower elementary grades. The “geometry tile” described in this article can be used to develop and extend these beginning concepts. Through the use of handson materials like these tiles, children are better able to visualize geometric shapes and to communicate the involved spatial relationships. They are also able to begin dealing with measurement in a very concrete manner.

scholarly journals "If you don't have an education, you are no one": Understanding the School Experiences of Youth Involved in Drug-Related Crime in Ciudad Juárez and Medellín

2020 ◽  
Vol 6 (1) ◽  
pp. 148
Author(s):  
Cirenia Chavez Villegas ◽  
Elena Butti
Keyword(s):  
Educational Experiences ◽  
School Experiences ◽  
Drop Out ◽  
Ciudad Juarez ◽  
Urban Centers ◽  
Male Youth ◽  
Youth Delinquency ◽  
Depth Interviews ◽  
Out Of School

The relation between being out of school and participating in criminal economies is widely documented in the literature on youth delinquency. However, the complex connection between these two phenomena has not yet been fully unpacked. This paper draws from two studies that we, the authors, conducted separately to explore the role educational experiences play in shaping the delinquent trajectories of male youth who participate in the drug business in urban centers located in Mexico and Colombia. The first consists of in-depth interviews and surveys conducted in Ciudad Juárez, Mexico, while the second is based on long-term ethnographic engagement in Medellín, Colombia. We provide unique insights into the educational experiences of this hard-to-reach population and find that economic hardship does not wholly explain why these young people leave school and engage in delinquent activities. These youth do not "drop out" of school in search of money; rather, they are "pushed out" by a vicious cycle of stigmatization, segregation, punishment, and exclusion. By exploring these dynamics in two cities that have waged long drug wars, this article furthers understanding of the nexus between crime-related violence and educational experiences, thus making an important contribution to the field of education in emergencies.

Developing Program Around Out-of-School Experiences

1974 ◽  
Vol 58 (382) ◽  
pp. 171-176
Author(s):  
Franklin J. Thompson
Keyword(s):  
School Experiences ◽  
Out Of School

Bridging powerful knowledge and lived experience: Challenges in teaching mathematics through COVID-19

Pythagoras ◽  
2021 ◽  
Vol 42 (1) ◽  
Author(s):  
Karin Brodie ◽  
Deepa Gopal ◽  
Julian Moodliar ◽  
Takalani Siala
Keyword(s):  
Lived Experience ◽  
Mathematical Knowledge ◽  
Teacher Practices ◽  
School Experiences ◽  
Task Design ◽  
Teaching Mathematics ◽  
Disciplinary Knowledge ◽  
Productive Disciplinary Engagement ◽  
Powerful Knowledge ◽  
Out Of School

The coronavirus disease 2019 (COVID-19) pandemic supported an investigation of ongoing challenges as to whether and how to make mathematics relevant to learners’ lifeworlds. Given that COVID-19 created major disruptions in all learners’ lives, we developed and taught tasks that attempted to make links between their experiences of the pandemic and disciplinary mathematical knowledge. We located our investigation in current debates about the extent to which disciplinary knowledge can be linked to learners’ out-of-school experiences. We developed and analysed two tasks about COVID-19 that could support link-making and productive disciplinary engagement, and analysed one Grade 10 teacher teaching these tasks. We found that linking mathematics to learners’ lifeworlds is both possible and extremely difficult in relation to task design and how the teacher mediates the tasks. In relation to task design, we argue that teachers cannot do it alone; they need to be supported by the curriculum and textbooks. In relation to mediation, we saw that teacher practices are difficult to shift, even in the best of circumstances. We articulate the complexities and nuances involved in bridging powerful knowledge and lived experience and thus contribute to debates on how to teach powerful knowledge in relation to learners’ lifeworlds.

Agency and Expanding Capabilities in Early Grade Classrooms: What it Could Mean for Young Children

2014 ◽  
Vol 84 (2) ◽  
pp. 217-241 ◽  
Author(s):  
Jennifer Keys Adair
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Educational Experiences ◽  
Early Learning ◽  
Elementary Grades ◽  
Student Agency ◽  
Knowledge And Skills ◽  
Economic Theories ◽  
Childhood Education ◽  
Early Grade

In this essay, Jennifer Keys Adair aims to clarify the concept of agency as a tool for improving the educational experiences of young children in the early grades. She conceptualizes agency in the context of schooling as the ability to influence what and how something is learned in order to expand capabilities, drawing on economic theories of human development, agency, and capability as they might be applied to early learning in schools. An understanding of early childhood education aimed at expanding children's capabilities stands in contrast to the currently prevalent emphasis on preparing children for the knowledge and skills tested in elementary grades. Through her classroom-based examples of student agency and her call to bring cultural and varied perspectives into the discussion, Adair hopes to encourage dynamic, agentic learning experiences for all children, not just those of privilege.

scholarly journals Effect of retention in elementary grades on dropping out of school early

2017 ◽  
Vol 65 ◽  
pp. 11-27 ◽  
Author(s):  
Jan N. Hughes ◽  
Qian Cao ◽  
Stephen G. West ◽  
Paula Allee Smith ◽  
Carissa Cerda
Keyword(s):  
Dropping Out ◽  
Elementary Grades ◽  
Out Of School
Sign in / Sign up

Export Citation Format

Share Document