Microcomputers in a Sixth-Grade Classroom

1983 ◽  
Vol 31 (2) ◽  
pp. 22-24
Author(s):  
Janet P. Morris
Keyword(s):  
Mathematics Curriculum ◽  
Sixth Grade ◽  
Mathematical Concepts ◽  
The Core ◽  
Grade Classroom

How should computer be used in the classroom? An Agenda for Action state that “computers should be integrated into the core mathematics curriculum,” that they “should be used in imaginative ways for exploring, discovering, and developing mathematical concepts,” and that the computer activities should “fit the goals or objectives of the program” (NCTM 1980, p. 9).

Links to Literature: Incredible Comparisons: Experiences with Data Collection

1998 ◽  
Vol 5 (1) ◽  
pp. 12-16
Author(s):  
Vicki L. Oleson
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Mathematics Curriculum ◽  
Mathematics Classroom ◽  
Sixth Grade ◽  
School Year ◽  
Grade Classroom

The mathematics curriculum for a typical sixth-grade classroom easily provides ample content for an entire school year. It can be difficult to take the time needed to develop a mathematics concept through the use of literature. However, I found that by focusing on content. I was able to incorporate literature into one sixth-grade mathematics classroom. This activity presented an interesting springboard to problem solving, an opportunity to research famous mathematicians, and an excellent vehicle to enhance the understanding of mathematics concepts.

An Investigation of Sex-Bias in Classroom Teachers' Speech and Language Referrals

1980 ◽  
Vol 11 (3) ◽  
pp. 169-174 ◽  
Author(s):  
Ellen Marie Silverman ◽  
Katherine Van Opens
Keyword(s):  
School Districts ◽  
Voice Disorders ◽  
Communication Disorders ◽  
Sixth Grade ◽  
Sex Bias ◽  
Classroom Teachers ◽  
Communication Disorder ◽  
Primary Procedure ◽  
Teacher Referrals ◽  
Grade Classroom

Kindergarten through sixth grade classroom teachers in four school districts completed questionnaires designed to determine whether they would be more likely to refer a boy than a girl with an identical communication disorder. The teachers were found to be equally likely to refer a girl as a boy who presented a disorder of articulation, language, or voice, but they were more likely to refer a boy for speech-language remediation who presented the disorder of stuttering. The tendency for the teachers to allow the sex of a child to influence their likelihood of referral for stuttering remediation, to overlook a sizeable percentage of children with chronic voice disorders, and to be somewhat inaccurate generally in their referrals suggests that teacher referrals are best used as an adjunct to screening rather than as a primary procedure to locate children with communication disorders.

A Role for Technology in Mathematics Education

1996 ◽  
Vol 178 (2) ◽  
pp. 15-32 ◽  
Author(s):  
Albert A. Cuoco ◽  
E. Paul Goldenberg
Keyword(s):  
Mathematics Education ◽  
Curriculum Change ◽  
Mathematics Curriculum ◽  
New Technology ◽  
Habits Of Mind ◽  
Mathematical Research ◽  
Mathematical Concepts ◽  
Mathematical Ideas ◽  
Mathematics Educators

New technology poses challenges to mathematics educators. How should the mathematics curriculum change to best make use of this new technology? Often computers are used badly, as a sort of electronic flash card, which does not make good use of the capabilities of either the computer or the learner. However, computers can be used to help students develop mathematical habits of mind and construct mathematical ides. The mathematics curriculum must be restructured to include activities that allow students to experiment and build models to help explain mathematical ideas and concepts. Technology can be used most effectively to help students gather data, and test, modify, and reject or accept conjectures as they think about these mathematical concepts and experience mathematical research.

scholarly journals The level of the skills of scientific thinking and mathematical thinking among the students of the primary stage: مستوى مهارات التفكير العلمي والتفكير الرياضي لدى طالبات المرحلة الإبتدائية

2017 ◽  
Vol 1 (3) ◽  
Author(s):  
Ilham Bent Ali Al Shalabi ◽  
Shatha bint Ahmed Al Khalifa
Keyword(s):  
School Environment ◽  
Mathematics Curriculum ◽  
Mathematical Thinking ◽  
Sixth Grade ◽  
Thinking Skills ◽  
Scientific Thinking ◽  
Primary Stage ◽  
Sixth Grade Students ◽  
Training Courses ◽  
And Mathematics

The purpose of this study was to know the level of scientific thinking skills and the level of mathematical thinking skills. Is there a correlation between the skills of scientific thinking and the mathematical thinking skills of sixth grade students? A study was used to measure the level of scientific and athletic thinking skills. The sample consisted of 455 sixth grade students The total number of female students was 29,680. The descriptive descriptive approach was used to find the relationship between the level of the skills of scientific thinking and mathematical thinking. The most important results of the study were that the level of scientific and sports thinking skills was medium And the level of skills of mathematical thinking, as the higher the level of scientific thinking skills, the higher the level of mathematical thinking skills among students in the sixth grade of primary The study presented several recommendations, the most important of which are the holding of training courses for teachers during the service to train them to employ thinking and skills and train teachers to design scientific positions and implants within the curriculum and address the weakness and lack of thinking skills that appear during teaching and the development of teachers Wu The most important proposals of the study are the study of the auxiliary aspects and the obstacles to the teaching of thinking in the school environment, the extent to which teachers are aware of the skills of thinking and whether they are integrated and taught through teaching, analysis of the content of science and mathematics curriculum developed for the primary stage to learn Availability of basic thinking skills in curricula.

scholarly journals Motivational and Emotional Orientation, Engagement, and Achievement in Mathematics. A Case Study With One Sixth-Grade Classroom Working With an Electronic Textbook on Fractions

2021 ◽  
Vol 6 ◽  
Author(s):  
Frank Reinhold ◽  
Stefan Hoch ◽  
Anja Schiepe-Tiska ◽  
Anselm R. Strohmaier ◽  
Kristina Reiss
Keyword(s):  
Learning Outcomes ◽  
Prior Knowledge ◽  
Cognitive Learning ◽  
Sixth Grade ◽  
Emotional Engagement ◽  
Behavioral Engagement ◽  
Electronic Textbook ◽  
The Relationship ◽  
Grade Classroom

Interactive and adaptive scaffolds implemented in electronic mathematics textbooks bear high potential for supporting students individually in learning mathematics. In this paper, we argue that emotional and behavioral engagement may account for the effectiveness of such digital curriculum resources. Following the general model for determinants and course of motivated action, we investigated the relationship between students’ domain-specific motivational and emotional orientations (person)—while working with an electronic textbook on fractions (situation), their emotional and behavioral engagement while learning (action), and their achievement after tuition (outcome). We conducted a case-study with N = 27 students from one sixth-grade classroom, asking about the relationship between students’ motivational and emotional orientations and their emotional and behavioral engagement, and whether emotional and behavioral engagement are unique predictors of students’ cognitive learning outcomes while working with an e-textbook. For that, we designed a four-week-intervention on fractions using an e-textbook on iPads. Utilizing self-reports and process data referring to students’ interactions with the e-textbook we aimed to describe if and how students make use of the offered learning opportunities. Despite being taught in the same classroom, results indicated large variance in students’ motivational and emotional orientations before the intervention, as well as in their emotional and behavioral engagement during the intervention. We found substantial correlations between motivational and emotional orientations (i.e., anxiety, self-concept, and enjoyment) and emotional engagement (i.e., intrinsic motivation, competence and autonomy support, situational interest, and perceived demand)—with positive orientations being associated with positive emotional engagement, as expected. Although the correlations between orientations and behavioral engagement (i.e., task, exercise, and hint count, problem solving time, and feedback time) also showed the expected directions, effect sizes were smaller than for emotional engagement. Generalized linear mixed models revealed that emotional engagement predicted cognitive learning outcomes uniquely, while for behavioral engagement the interaction with prior knowledge was a significant predictor. Taken together, they accounted for a variance change of 44% in addition to prior knowledge. We conclude that when designing digital learning environments, promoting engagement—in particular in students who share less-promizing prerequisites—should be considered a key feature.

Use of Apple iPads in K-6 Math and Science Classrooms

2013 ◽  
pp. 177-192
Author(s):  
Tara Bennett ◽  
Florence Martin
Keyword(s):  
Instructional Strategies ◽  
Science Classroom ◽  
Sixth Grade ◽  
Comfort Level ◽  
Magnet School ◽  
Middle Grade ◽  
Addition And Subtraction ◽  
Grade Classroom ◽  
Interest In Technology

In this chapter, the authors review how iPads were used in a middle grade math classroom of a technology magnet school. The school has received two mobile iPad carts in addition to the three they have. Ms. Martin, a science teacher at this middle school, has received one of the mobile iPad carts due to her interest in technology integration. Ms. Martin is considered to be an early adopter of technology at her school, and she has been using iPads for more than a year in her sixth grade classroom. Ms. Bennett, who recently received 25 iPads, paid a visit to Ms. Martin’s classroom to learn how to integrate iPads in her science classroom. This case study describes Ms. Bennett’s visit to Ms. Martin’s classroom on the day when the students were studying how to solve inequalities by using addition and subtraction. Ms. Bennett’s goal for the visit was to identify the different ways Ms. Martin was using iPads with her students, and monitor the comfort level of her students with the iPads. She documents what she learns from the visit, and discusses it with Ms. Martin; she also meets with Mr. Pallapu, the technology facilitator at school. Ms. Martin shares some tips and techniques that she can use in her classroom, and also some benefits and challenges of using the iPad. Mr. Pallapu provides her with a list of recommended apps and instructional strategies for using iPads in the classroom.

Basic Mathematical Skills and Concepts for Effective Participation in Australian Society

1982 ◽  
Vol 10 (2) ◽  
pp. 27-30
Keyword(s):  
Mathematics Curriculum ◽  
Basic Skills ◽  
School Curriculum ◽  
Student Experiences ◽  
Mathematical Concepts ◽  
Mathematical Skills ◽  
Australian Society ◽  
School Programs ◽  
Mathematics Program ◽  
The Subject

Given the nature and development of Australian society, it is important that we reassess the place of mathematics in the school curriculum, and particularly its place as one of the basic shared student experiences.It is in the national interest that school programs promote adequate levels of competence within good mathematics programs, and that as many people as possible achieve at those levels. It is also in the interests of Australia and its people that individuals reach as high a level as possible in the subject. Mathematics is important chiefly because it can help in understanding and interpreting many aspects of the world. It can help a person make a significant contribution to a technological society.So when we address basic skills in mathematics, it is important that we address them within the context of a total mathematics program. Basic skills involve more than arithmetic skills, and understanding of mathematical concepts and processes is more important than knowledge of isolated facts and skills. The following should not be read or interpreted as a list of differentiated topics but as a list of different facets from which the mathematics curriculum may be examined.This is the first national statement of basic mathematical skills and concepts for effective participation in Australian society. It has been prepared for and endorsed by the Standing Committee of the Australian Mathematics Education Program and is offered as a statement of informed professional opinion.

Charged particles: a model for teaching operations with directed numbers

1969 ◽  
Vol 16 (5) ◽  
pp. 349-353 ◽  
Author(s):  
Stanley Cotter
Keyword(s):  
Physical Interpretation ◽  
Elementary Mathematics ◽  
Charged Particles ◽  
Good Deal ◽  
Sixth Grade ◽  
College Level ◽  
Mathematical Concepts ◽  
First Time

In preparing to teach mathematical concepts, a good deal of a teacher's time is spent in finding suitable models for the concrete stage of learning. In no other area of elementary mathematics is this more critical than in the presentation of operations with directed numbers. Whether the topic is presented for the first time in the sixth grade or occurs in a remedial course in algebra at the college level, there is always a need for some students to relate directed number operations with a physical interpretation. Many such models have been devised, and the literature abounds with helpful suggestions in this area.1 The usefulness of any particular model is directly related to the success of the student in conjuring a vision of the model when it is needed. It is also helpful to the teacher when he can evoke the image of the model with a simple verbal reminder.

The Area Model: Building Mathematical Connections

2020 ◽  
Vol 113 (3) ◽  
pp. 186-195
Author(s):  
Alyson E. Lischka ◽  
D. Christopher Stephens
Keyword(s):  
Model Building ◽  
Mathematics Curriculum ◽  
Mathematical Concepts ◽  
Area Model ◽  
Grade Levels ◽  
Mathematical Connections

The area model for multiplication can be used as a tool to help learners make connections between mathematical concepts that are included in mathematics curriculum across grade levels. We present ways the area model might be used in teaching about various concepts and explain how those ideas are connected.

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