Why Teach Bank Discount?

1957 ◽  
Vol 4 (6) ◽  
pp. 268
Author(s):  
Alan Riedesel
Keyword(s):  
Elementary School ◽  
Adult Life ◽  
School Curriculum ◽  
The Past

One of the areas in today's elementary school curriculum that has undergone revision in the past twenty years is the arithmetic program. While there has been much progress much work remains to be done if we are to make the experiences offered of value to the child now and in his adult life.

A sense of order in mathematics

1964 ◽  
Vol 11 (7) ◽  
pp. 490-495
Author(s):  
Digby Diehl
Keyword(s):  
Elementary School ◽  
Teaching Methods ◽  
School Curriculum ◽  
Educational Needs ◽  
Teaching Mathematics ◽  
The Past ◽  
Intellectual Inquiry ◽  
American Schools ◽  
Nature Of Mathematics ◽  
The Way

For the past ten years educators have been engaged in an important controversy over the place of mathematics in the elementary school curriculum. This cont roversy has raised several fundamental questions about the nature of mathematics as a body of intellectual inquiry and about the effectiveness of methods of teaching mathematics. More significantly, it has cast serious doubt on the way in which all subjects are being taught in American schools today. From a different view, however, it has also caused us to review the basic purposes of education in America and to see whether our teaching methods and our subject curriculums now fulfill the basic educational needs of students.

Are We Teaching Arithmetic Effectively? A Summary of a Recent Study

1935 ◽  
Vol 28 (4) ◽  
pp. 215-222
Author(s):  
Arthur E. Robinson
Keyword(s):  
Elementary School ◽  
School Curriculum ◽  
Elementary Children ◽  
The Past ◽  
Formal Instruction ◽  
The Subject

Arithmetic was introduced into the elementary school in 1548. For 400 years it has held a place of importance in the elementary school curriculum second only to that of reading. Yet in spite of its venerable age, the subject has at no time in its long history been subjected to such severe criticism as that of the past decade. A number of its most outspoken critics would stop little short of dismissing it, as a subject of formal instruction, from the elementary course. Others would let it remain but would insist that its materials be drastically modified and reorganized for the purpose of teaching it to elementary children. Still others would severely reduce its content and postpone the study of what remains to the later grades of the elementary school course.

The English Camps as Method of Promoting Fun English at Elementary School Level in Indonesia

2020 ◽  
Vol 4 (2) ◽  
pp. 174
Author(s):  
Meida Rachmawati ◽  
Suzana Widjajanti ◽  
Ahmad Ahmad ◽  
Aslan Aslan
Keyword(s):  
Elementary School ◽  
Language Learning ◽  
Curriculum Design ◽  
Scientific Evidence ◽  
School Curriculum ◽  
School Level ◽  
English Learning ◽  
Learning Method ◽  
School Students ◽  
Scientific Publications

This article aimed to promote English in elementary school students through a fun learning method, called the Fun English Camp. Several studies had been conducted to encounter the best solution to handle this issue. The researchers used PRISMA Protocol as an instrument to collect the data that has been widely used in the process of selecting relevant articles. The researchers reviewed twenty five scientific publications, related to Fun English Camp that has become an English learning approach for beginner students. Through a review of twenty five scientific publications, for instance book and journal, the researchers got scientific evidence that introduction of a learning method with the term Fun English camp has an impact on promoting language learning for elementary school children in Indonesia. Thus, the fun English camp method can be an interesting method to be applied by elementary school curriculum design in Indonesia. Keywords: English Camps, Learning Method, Fun English Learning

scholarly journals Elementary Students’ First Approach to Computational Thinking and Programming

2021 ◽  
Vol 11 (2) ◽  
pp. 80
Author(s):  
Susanne Kjällander ◽  
Linda Mannila ◽  
Anna Åkerfeldt ◽  
Fredrik Heintz
Keyword(s):  
Elementary School ◽  
Longitudinal Research ◽  
Computational Thinking ◽  
School Curriculum ◽  
Digital Competence ◽  
Policy And Practice ◽  
Positive Attitudes ◽  
Design For Learning ◽  
Students First ◽  
Group Interviews

Digital competence and programming are actively highlighted areas in education worldwide. They are becoming part of curricula all over the world, including the Swedish elementary school curriculum, Children are expected to develop computational thinking through programming activities, mainly in mathematics—which are supposed to be based on both proven experience and scientific grounds. Both are lacking in the lower grades of elementary school. This article gives unique insight into pupils’ learning during the first programming lessons based on a group of Swedish pupils’ experiences when entering school. The goal of the article is to inform education policy and practice. The large interdisciplinary, longitudinal research project studies approximately 1500 students aged 6–16 and their teachers over three years, using video documentation, questionnaires, and focus group interviews. This article reports on empirical data collected during the first year in one class with 30 pupils aged 6–7 years. The social semiotic, multimodal theoretical framework “Design for Learning” is used to investigate potential signs of learning in pupils’ multimodal representations when they, for example, use block programming in the primary and secondary transformation unit. We show that young pupils have positive attitudes to programming and high self-efficacy, and that pupils’ signs of learning in programming are multimodal and often visible in social interactions.

Designing offline computer science activities for the korean elementary school curriculum

2008 ◽  
Vol 40 (3) ◽  
pp. 338-338
Author(s):  
Sook Kyoung Choi ◽  
Tim Bell ◽  
Soo Jin Jun ◽  
Won Gyu Lee
Keyword(s):  
Elementary School ◽  
Computer Science ◽  
School Curriculum ◽  
Science Activities

Effect of a musical instrument performance program on emotional intelligence, anxiety, and aggression in Korean elementary school children

2017 ◽  
Vol 46 (3) ◽  
pp. 440-453 ◽  
Author(s):  
Hyun-Sil Kim ◽  
Hun-Soo Kim
Keyword(s):  
Elementary School ◽  
Emotional Intelligence ◽  
School Children ◽  
Elementary School Children ◽  
Musical Instrument ◽  
School Curriculum ◽  
Control Group ◽  
Instrument Performance ◽  
Quasi Experimental ◽  
Music Class

The purpose of this study was to determine the effects of a musical instrument performance program on emotional intelligence, anxiety, and aggression in Korean elementary school children. A quasi-experimental study design was employed, in which the experimental group ( n = 30) received a weekly group musical instrument performance class with a regular music class, and the control group ( n = 30) received only a regular music class that is part of the elementary school curriculum. We measured emotional intelligence, anxiety, and aggression at the beginning and end of the 24-week intervention using the Emotional Intelligence Scale, the Trait Anxiety Inventory, and the Aggression Scale. The musical instrument performance program improved the ability to perceive emotions, and reduced physical and verbal aggression, but had no statistically significant effect on the level of total emotional intelligence, anxiety, or aggression.

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