Teacher to Teacher: Making Story Problems Relevant

1994 ◽  
Vol 41 (9) ◽  
pp. 526-527
Author(s):  
Paula J. Maddon
Keyword(s):  
Third Grade ◽  
Story Problems ◽  
Familiar Form ◽  
Mathematics Problem

My third-grade class struggled with understanding “story” problems—that is, mathematics problem written in sentences— until one day I decided to put problems into a familiar form, making them relevant to children's lives.

scholarly journals EFFECTS OF EXPLICIT TIMING ON MATHEMATICS PROBLEM COMPLETION RATES IN AFRICAN-AMERICAN THIRD-GRADE ELEMENTARY STUDENTS

1998 ◽  
Vol 31 (4) ◽  
pp. 673-677 ◽  
Author(s):  
Katrina N. Rhymer ◽  
Christopher H. Skinner ◽  
Carlen Henington ◽  
Robyn A. D'Reaux ◽  
SanPier Sims
Keyword(s):  
African American ◽  
Elementary Students ◽  
Third Grade ◽  
Completion Rates ◽  
Explicit Timing ◽  
Mathematics Problem

Links to Literature: Amanda Bean and the Gator Girls: Writing and Solving Multiplication Stories

2000 ◽  
Vol 6 (5) ◽  
pp. 282-303
Author(s):  
Maryann S. Wickett
Keyword(s):  
Third Grade ◽  
Story Problems ◽  
Grade 3 ◽  
Level Of Understanding

Having children create and solve their own story problems is a valuable activity. It encourages the child to think carefully about and apply a concept to create and solve a problem. In addition, teachers can gain valuable insights into the child's thinking and level of understanding, enabling them to guide students' thinking more effectively. Several curriculum units written for third grade, such as Math by All Means: Multiplication, Grade 3(Burns 1991) and Investigations in Number, Data, and Space (TERC 1995), suggest using this strategy.

A Teacher's Journal: September 2001

2001 ◽  
Vol 8 (1) ◽  
pp. 18-19
Author(s):  
Barbara Levin ◽  
Dina Berger ◽  
Linda Cave
Keyword(s):  
Problem Solving ◽  
School District ◽  
Creative Thinking ◽  
Third Grade ◽  
Index Card ◽  
Mathematics Problem Solving ◽  
Mathematics Problem

Twenty-five Ferndale School District students in a second- and third-grade combination classroom were asked several questions during the mathematics problem-solving lesson in the first week of school: “Where did you go this summer? How far did you travel? Who traveled the farthest?” Their interest was immediately piqued. Each student was given a 3 × 5 index card and told to list the places that he or she had gone that summer and to “guesstimate” the distances from Ferndale, Washington, to these destinations. The students displayed creative thinking about the task by immediately starting to print information on their cards.

scholarly journals Koneksi Matematis Siswa dalam Menyelesaikan Masalah Open-Ended

2020 ◽  
Vol 5 (8) ◽  
pp. 1147
Author(s):  
Nazila Naf’atu Fina ◽  
Cholis Sa'dijah ◽  
Hery Susanto
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Junior High School Students ◽  
Story Problems ◽  
School Students ◽  
Mathematical Concepts ◽  
Mathematical Connections ◽  
Story Problem ◽  
Mathematical Connection ◽  
Mathematics Problem

<p><strong>Abstract:</strong> The purpose of this study is to describe the mathematical connection processes of Junior High School students in solving open-ended problems. The type of this research is descriptive qualitative. The data of this research were obtained through tests and interviews. The mathematical connections processes can be seen when students solve open ended mathematics story problems. The connection processes are based on three types of connections, namely concepts connections, procedures connection, and modelling connections. The research concluded that students can use all known information and connect the information so that they get the solution. The process of students’ mathematical connection is happened when the students were able to change the mathematical story problem into mathematical model and to connect mathematical concepts and procedures. However, in general, students only solve one solution even the problem was open ended. The reason is that the students rarely have experience in solving open ended mathematics problem.</p><strong>Abstrak:</strong><em> </em>Tujuan penelitian ini untuk mendiskripsikan proses koneksi matematis siswa SMP dalam menyelesaikan masalah <em>open-ended</em>. Sumber data penelitian ini dari hasil tes masalah <em>open-ended</em> dan hasil wawancara. Koneksi matematis dapat dilihat ketika siswa menyelesaikan soal cerita matematika yang open ended. Proses koneksi matematis siswa dianalisis berdasarkan tiga tipe koneksi, yaitu koneksi konsep, koneksi prosedur dan koneksi pemodelan matematika. Penelitian ini menyimpulkan bahwa siswa dapat menggunakan informasi yang diketahui dan mengoneksikan informasi tersebut sehingga diperoleh penyelesaian. Proses koneksi matematis siswa terjadi ketika siswa mampu mengubah soal ke dalam model matematis dan siswa mampu menghubungkan konsep dan prosedur matematika. Tetapi umumnya siswa hanya menjawab satu penyelesaian walaupun soalnya open ended. Alasannya adalah karena siswa jarang memperoleh pengalaman menyelesaikan soal <em>open-ended.</em>

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

Effective Collaboration at Central Elementary School

1992 ◽  
Vol 23 (4) ◽  
pp. 367-368 ◽  
Author(s):  
Jennifer Chisler Borsch ◽  
Ruth Oaks
Keyword(s):  
Elementary School ◽  
Communication Skills ◽  
Third Grade ◽  
Collaborative Effort ◽  
Speech Language Pathologist ◽  
Grade Teacher ◽  
Effective Collaboration

This article discusses a collaborative effort between a speech-language pathologist and a regular third grade teacher. The overall goal of the collaboration was to improve communication skills of students throughout the school. The factors that contributed to making the collaboration a success are discussed.

PENERAPAN MODEL PEMBALAJARAN KOOPERATIF TIPE QUICK ON THE DRAW UNTUK MENINGKATKAN MOTIVASI BELAJAR MATEMATIKA PADA MATERI PECAHAN SISWA KELAS III SDN 001 PAGARAN TAPAH DARUSSALAM KABUPATEN ROKAN HULU

2017 ◽  
Vol 6 (1) ◽  
pp. 165
Author(s):  
Maidar Maidar
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Model ◽  
Third Grade ◽  
Motivation To Learn ◽  
Class Iii ◽  
Third Grade Students ◽  
Classroom Action Research

This study aims to determine whether there is an increased motivation to learn mathematics of third grade students of SDN 001 Pagaran Tapah Darussalam Rokan Hulu after application of cooperative learning model of quick on the draw. The problems of the research is "What type of cooperative learning model of application quick on the draw can Increase the motivation to learn mathematics 001 third grade students of SDN Pagaran Tapah Darussalam Rokan Hulu?" This research is a classroom action research conducted in SDN 001 Pagarah Tapah Darussalam. The subjects were students of class III is 31 students. Collecting the data in this study using sheets of observations made every meeting. Based on the results of this study concluded that using cooperative learning model of the type of quick on the draw can Increase the motivation to learn mathematics 001 third grade students of SDN Pagaran Tapah Darussalam Rokan Hulu.Keywords: cooperative quick on the draw, the motivation to learn math

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