Experimental projects and research: The use of programed instruction in teaching an advanced mathematical topic

1962 ◽  
Vol 9 (3) ◽  
pp. 160-162
Author(s):  
Robert Kalin
Keyword(s):  
Elementary Schools ◽  
Secondary School ◽  
Sixth Grade ◽  
Intermediate Grade ◽  
Mathematical Concepts ◽  
Mathematical Content ◽  
Considerable Evidence ◽  
Mathematical Topic

Considerable evidence bas been accumulating that intellectually superior fifth-and sixth-grade pupils have both the ability and the desire to learn important mathematical concepts normally not taught until secondary school. But elementary schools have generally been unable to include advanced mathematical content in their courses of study for their more capable intermediate-grade pupils.

scholarly journals Different Perspectives on Success in Solving Stand-Alone Problems by 14 to 15-Year-Old Students / Različite prespektive o uspješnosti 14 i 15-godišnjaka u rješavanju izoliranoga problema

2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Nives Baranović ◽  
Branka Antunović-Piton
Keyword(s):  
Elementary Schools ◽  
Problem Solving ◽  
Secondary School ◽  
Mathematical Task ◽  
Mathematical Concepts ◽  
Urban Elementary Schools ◽  
8Th Grade ◽  
Verbal Problem ◽  
Set Up ◽  
Problem Solving Process

The paper defines a special type of problem tasks and considers its didactic potential, as well as the success of students in solving the selected problem. The research instrument used is a geometrical task from the National Secondary School Leaving Exam in Croatia (State Matura). The geometrical task is presented in three versions: as a verbal problem, as a verbal problem with a corresponding image and as a problem in context. The material analysed in the present paper was collected from 182 students in 7th and 8th grade of Croatian urban elementary schools. The didactic potential is considered from the aspect of use of mathematical concepts and connections. The success of students in problem-solving is considered from the aspect of implementation of the problem-solving process and producing correct answers, depending on the manner in which the tasks are set up. The results show that the stand-alone problem, as a special type of problem task, has considerable didactic potential. However, the students’ skills of discovering and connecting mathematical concepts and their properties are underdeveloped. In addition, the manner in which the tasks are set up considerably affects the process of solving the task and consequently the success of that process. Based on the results of the research, proposals are given for application of stand-alone problems in teaching mathematics.Key words: isolated problem; mathematical task; problem solving; problem evaluation.  --- U radu se definira posebna vrsta problemskoga zadatka te se razmatra njegov didaktički potencijal kao i uspješnost učenika u rješavanju odabranoga problema. Instrument istraživanja je geometrijski zadatak s državne mature koji se postavlja u tri inačice: kao tekstualni problem, kao tekstualni problem uz odgovarajuću sliku te kao zadatak u kontekstu. U istraživanju je sudjelovalo 182 učenika 7. i 8. razreda hrvatskih gradskih osnovnih škola. Didaktički potencijal razmatra se s aspekta iskoristivosti matematičkih koncepata i veza, a uspješnost učenika u rješavanju problema razmatra se s aspekta provedbe procesa rješavanja i otkrivanja točnoga rješenja ovisno o načinu postavljanja zadatka. Rezultati pokazuju da promatrani problem kao posebna vrsta problemskoga zadatka ima veliki didaktički potencijal, ali da učenici imaju nedovoljno razvijene vještine otkrivanja i povezivanja matematičkih koncepata i njihovih svojstava. Osim toga, način postavljanja zadatka značajno utječe na proces rješavanja, a posljedično i na uspješnost određivanja rješenja. Na temelju rezultata daju se prijedlozi primjene opisane vrste problema u nastavi Matematike.Ključne riječi: izolirani problem; matematički zadatak; rješavanje problema; vrednovanje problema

scholarly journals Examination of attitudes of secondary school 6th classstudents related to their attitudes towards maths in the frame of several variables

2016 ◽  
Vol 13 (1) ◽  
pp. 1937
Author(s):  
Kerim Karabacak ◽  
Subhan Eksioglu ◽  
Nesibe Karakıs
Keyword(s):  
Standard Deviation ◽  
Secondary School ◽  
Analysis Of Variance ◽  
Educational Status ◽  
Sixth Grade ◽  
T Test ◽  
Average Standard Deviation ◽  
Statistical Process ◽  
Several Variables ◽  
Purposeful Sampling

This research, which is carried out in Kinik, İzmir, aims at determining the reasons of students’ attitude towards Maths. Sixth class students from Kinik town make up population of the research which has been carried out as the model of survey. The sample of the research has been determined by the method of “purposeful sampling”. It is constituted of 152 students at the sixth grade. Collected data has been transferred into SPSS and the statistical process such as, analysis of average, standard deviation, T-test and one way analysis of variance procedures have been realized. It has been identified that the students who gets higher grades at Maths have got better attitude towards Maths than the ones who got lower grades at Maths. It has been identified that there has been no relationship between the students’ attitude towards Maths and their families’ income, their parents’ educational status, their parents’ occupation and the teachers’ way of teaching.

scholarly journals Ethnomathematics Exploration in Panataran Temple and Its Implementation in Learning

2020 ◽  
Vol 3 (2) ◽  
pp. 196-209
Author(s):  
Jayanti Munthahana ◽  
Mega Teguh Budiarto
Keyword(s):  
Qualitative Research ◽  
Secondary School ◽  
Social Organization ◽  
Mathematical Concepts ◽  
Cultural Elements ◽  
Ethnographic Approach ◽  
Triangulation Method ◽  
Data Validity ◽  
Primary And Secondary School ◽  
Technology Systems

This research was a qualitative research with an ethnographic approach. Data obtained through observation, interview, literacy study, and documentation with Triangulation Method as data validity. This research examined the mathematical concepts of cultural elements, especially in the building of Bale Agung, Pendhopo Teras, Angkatahun Temple, Naga Temple, Induk Temple and Palah Inscription. The cultural elements studied were also in the form of technology systems used, religion, arts, language and social organization. Based on the results of the study, it was found that there were mathematical concepts that were applied to these cultural buildings, these concepts were in the form of Cuboid and Quadrilateral Prism, Numbers and Number Symbols, Geometry Transformation (Translation and Reflection), and Probability. The building at Candi Panataran can be an object of learning in school for all levels (Primary and Secondary school).

The role of perceived bullying norms in friendship dynamics: An examination of friendship selection and influence on bullying and victimization

2019 ◽  
pp. 016502541986853
Author(s):  
Huiyoung Shin
Keyword(s):  
Elementary Schools ◽  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Sixth Grade ◽  
Peer Nominations ◽  
Moderating Role ◽  
Over Time ◽  
Friendship Selection

The current study examined whether youth’s perceived bullying norms play a role in friendship dynamics related to bullying and victimization among the fifth and sixth grade ( N = 736, 52% girls at Wave 1, N = 677, 52% girls at Wave 2) in elementary schools. Youth completed peer nominations (friendship, bullying, and victimization) and a self-reported measure of perceived bullying norms in the classroom. With longitudinal social network analysis (RSiena), this study investigated selection and influence of friends in bullying and victimization as well as the moderating role of perceived bullying norms in these processes. Results indicated that high bullying youth received many friendship nominations and tended to be more influenced by high bullying friends. In addition, highly victimized youth tended to form friendships with highly victimized peers, and youth whose friends are highly victimized became highly victimized themselves over time. As hypothesized, youth’s perceived bullying norms moderated these processes. As youth perceived higher bullying norms, the greater was the tendency for high bullying youth to select high bullying peers as friends and to be influenced by high bullying friends. Likewise, friend influence on victimization was magnified when youth perceived high bullying norms. The current study underscores the importance of youth’s perceived bullying norms in friendship dynamics of bullying and victimization.

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.

Arithmetical abstractions—progress toward maturity of concepts under differing programs of instruction

1963 ◽  
Vol 10 (6) ◽  
pp. 322-329
Author(s):  
William A. Brownell
Keyword(s):  
Large Body ◽  
Mathematical Concepts ◽  
Mathematical Content ◽  
Differences Of Opinion ◽  
Mathematical Relationships

The assumption basic to my investigation is that school instruction in arithmetic should be organized to help children to think abstractly about quantitative matters, and that to achieve this end they need to acquire a large body of mathematical concepts and be able to use intelligently another large body of mathematical relationships, generalizations, and principles. I doubt that many will quarrel with this assumption. Differences of opinion center around the particular mathematical content to be taught and around the rate at which children should be urged toward abstractions.

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).

Constructing Tests of Mathematical Concepts for Young Children

1956 ◽  
Vol 3 (3) ◽  
pp. 81-108
Author(s):  
J. Wayne Wrightstone
Keyword(s):  
New York ◽  
New York City ◽  
Elementary Schools ◽  
Young Children ◽  
York City ◽  
Mathematical Thinking ◽  
Mathematical Concepts ◽  
Mathematics Program

About ten years ago, the Mathematics Program in the elementary schools of New York City was modified so as to place an increasing emphasis on the a bility of young children to do mathematical thinking. It was assumed that children can learn to think in the abstract terms of mathematics only if they learn meaningful concepts of arithmetic, or mathematics. The mathematics to be learned must not be too difficult for pupil understanding and must not be too easy to preclude a challenge to thinking.

The Effects of Two Methods of Presenting a Pedagogical Model to Preservice Teachers

1977 ◽  
Vol 8 (2) ◽  
pp. 107-114
Author(s):  
Lowell F. Ensey ◽  
Thomas J. Cooney
Keyword(s):  
Preservice Teachers ◽  
Secondary School ◽  
Student Teachers ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Mathematical Concepts ◽  
Pedagogical Model ◽  
Secondary School Mathematics ◽  
Audio Recordings

Preservice secondary school mathematics teachers, 20 pre-student teachers, and 16 post-student teachers, were introduced to a model for teaching mathematical concepts via two treatments. The subjects prepared and taught the concepts of parallelogram and rhombus, respectively, in two audiotaped microteaching sessions, one before and one after the treatments. The number and variety of moves used and the strategies employed by the subjects in their microlessons were obtained from analyzing the audio recordings. A 2× 2× 2 design was used to detect differences among means or interactions of the two groups, the treatments, and the two microteaching sessions, where the microteaching session was a repeated factor. No significant interactions were found. The microteaching session factor was significant (p<.05), indicating an increase in both the number and variety of moves.

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