What arithmetic in second grade?

1962 ◽  
Vol 9 (5) ◽  
pp. 252-257,297
Author(s):  
Paul R. Neureiter ◽  
Marian Wozencraft
Keyword(s):  
Action Research ◽  
Primary Grades ◽  
School Curriculum ◽  
Third Grade ◽  
Second Grade ◽  
Intermediate Grades ◽  
The Third ◽  
Full Capacity

It. was the aim of the “action research” reported here first, to substantiate Brownell's assertions, and second, to make a conLribution to the development of a better rlementary-school curriculum by showing that arithmetic content can be redistributed between the primary and intermediate grades. For we believe that most elementary curricula overload the third grade with an excess of new topics while the children of the primary grades are not being occupied to full capacity.

scholarly journals Evaluating Mathematic- Textbooks of Intermediate Stage in KSA according  to Van Hiele’s Geometric Thinking Model

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Mohammed Najjar Al Otaibi
Keyword(s):  
Intermediate Stage ◽  
Third Grade ◽  
Hierarchical Level ◽  
Second Grade ◽  
Middle Stage ◽  
The Third ◽  
Geometric Thinking ◽  
Secondary Stage ◽  
Grade Average ◽  
Descriptive Method

This study aimed to find out the relevance of mathematics books in the intermediate stage of Van Hill levels of geometric thinking, in order to achieve this goal, the researcher utilized the analytical descriptive method, using the analysis card as a tool to conduct this study and prepared a list of skills in which Van Hill's levels of geometric thinking (conceptual, analytical, quasi- Inductive, Inductive, abstract). A number of results were found, most notably: the incompatibility of the engineering subjects in the second- grade books as well as the third- grade average with the hierarchy of Van Hill levels of geometric thinking. Failure to observe mathematics books in the middle stage, to include engineering activities at the induction level, to equip students to deal with secondary engineering topics. The researcher recommended a number of recommendations, the most important of which are: To reconsider the hierarchy of the levels of engineering thinking in the engineering activities included in the mathematics books in the intermediate stage. The work on enriching mathematics books in the second grade is average of engineering activities of semi- inductive level, to match the hierarchy of the levels of engineering thinking of the intermediate stage. The work of enriching mathematics books in the third grade is an average of engineering activities of semi- inductive and indicative level to match the hierarchical level of the engineering thinking of the middle stage, which is the basis for higher levels of engineering thinking in the secondary stage. The inclusion of additional topics in engineering and measurement in mathematics books for the third- grade, to contribute to the development of levels of engineering thinking for students.  

scholarly journals PENINGKATAN KETERAMPILAN MENULIS DESKRIPSI DENGAN TEKNIK TANYA JAWAB BERBANTUAN MEDIA GAMBAR SISWA KELAS VIII 3 SMP N 2 SUNGAYANG KABUPATEN TANAH DATAR

2018 ◽  
Author(s):  
Desmike Putri Ayu ◽  
Atmazaki Atmazaki
Keyword(s):  
Qualitative Research ◽  
Action Research ◽  
Action Planning ◽  
Class Action ◽  
Teaching Writing ◽  
Third Grade ◽  
Writing Ability ◽  
Evaluation Result ◽  
The Third ◽  
Third Grade Students

This research is aimed to explain about the process of using asking-answering technique with the help of picture as media in improving writing ability of descriptive text in the third grade students of SMP 2 Sungayang.This research is a Class Action Research and qualitative research (class action research) that involves: (1) action planning (2)action implementing (3) result observation, and (4) reflection. This research is implemented in two cycles, they are cycle 1 and cycle 2. Ctcle 2 is implemented based on evaluation result at cycle 1. Researcher as presenter in the process of learning, whereas as observer and collaborator is anIndonesian Language teacher in the third grade class of SMP 2 Sungayang.The result of the research shows using asking- answering technique with the help of picture asmedia in teaching writing descriptive text is effective to improve students’ ability in writing descriptive text. From the result of this class action research, it can be takena conclude that teaching writing descriptive text by using asking-answering with the help of picture as media improve students’ learning result of the third grade students of SMP 2 Sungayang.

scholarly journals ANALISIS MUATAN PENDIDIKAN KARAKTER DALAM BUKU TEKS KURIKULUM 2013 KELAS III SD SEMESTER 1

2018 ◽  
Vol 1 (1) ◽  
pp. 23
Author(s):  
Yogi Kuncoro Adi
Keyword(s):  
Elementary School ◽  
Character Education ◽  
School Curriculum ◽  
Qualitative Approach ◽  
Third Grade ◽  
School Students ◽  
The Third ◽  
The Stability ◽  
Semantic Validity ◽  
Unit Analysis

The aim of this study is to describe character education content of the third grade elementary school curriculum 2013 textbook semester 1. The design of this study was content analysis by qualitative approach. Subject of this study is textbook of curriculum 2013 semester 1 for the third grade of elementary school students. Object of this study is character education content. The data collected by reading and recording of unit analysis. The unit analysis were materials and evaluation that integrated the values of character education in the textbooks. The instrument used in this research was the analysis sheet based on the theories. The validity of the instrument and the data used was semantic validity and expert judgment. The reliability of the data used the stability and reproducibility. The techniques of analyzing data consisted of unitizing, sampling, recording, reducing, inferring, and narrating. The results of this study show that most of the character education value was spread into every theme, although some indicators were not found. Distribution of each character value, by disregarding any indicators, evenly on all themes. However, these findings prove that a particular character value investment is not focused as in the relevant theory. Keywords: analysis, character education content

scholarly journals Integrating Sustainable Development Requirements into the Secondary Stage Chemistry Curriculum in Egypt

2019 ◽  
Vol 21 (2) ◽  
pp. 139-154
Author(s):  
Shaimaa Abdul Salam Abdul Salam Selim
Keyword(s):  
Sustainable Development ◽  
Secondary Education ◽  
Secondary School ◽  
Third Grade ◽  
Second Grade ◽  
Chemistry Curriculum ◽  
The Sustainable Development ◽  
The Third ◽  
School Year ◽  
Secondary Stage

Abstract The problem of the current research lies in the need to integrate some requirements of the sustainable development (SD) in secondary school chemistry curriculum. The research specifically seeks to answer the following question: What “requirements of sustainable development” should be taught in the secondary school chemistry curriculum in Egypt? To that end, the researcher analyzed the content of chemistry curricula in the three grades of secondary education in Egypt for the school year 2017–2018, and prepared a list of 57 SD requirements. It should be noted that fifteen requirements of sustainable development at the second-grade secondary stage were distributed into five units; the third unit included one requirement; the fourth unit comprised four requirements; and the fifth unit – one requirement. Regarding curriculum at the third-grade secondary stage, 17 requirements of sustainable development were integrated and distributed along five units.

scholarly journals APPLICATION OF INSIDE OUTSIDE CIRCLE (IOC) MODEL TO IMPROVE SPEAKING SKILLS AND COOPERATION TO THE THEME OF ENERGY AND CHANGES TO THIRD GRADE STUDENTS OF SD NEGERI 1 KUTOSARI IN ACADEMIC YEAR OF 2019/2020

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Indri Novianti ◽  
Kartika Chrysti Suryandari ◽  
Rokhmaniyah Rokhmaniyah
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Third Grade ◽  
Oral Exam ◽  
The Third ◽  
Third Grade Students ◽  
Classroom Action Research ◽  
Academic Year ◽  
Speaking Skills

<em>The study aimed to apply the steps of inside outside circle (ioc) model and to improve student speaking skills and cooperation. The research was a collaborative Classroom Action Research (CAR) carried out in three cycles. The subjects were  third grade students of SD Negeri 1 Kutosari in academic year of 2019/2020. Qualitative data was the application of Inside Outside Circle (IOC) model. Quantitative data was the increasing student speaking skills and cooperation. The results showed that Inside Outside Circle (IOC) model improved student speaking skills and cooperation in five steps. It was proven by oral exam percentages which were 70.32% in the first cycle, 79.83% in the second cycle, and 89.01% in the third cycle. The  student cooperation percentages were 60.83% in the first cycle, 75.57% in the second cycle, and 84.25% in the third cycle. It concludes that there is significant improvement of student speaking skills by the application of Inside Outside Circle (IOC) model.</em>

scholarly journals IMPROVING THE STUDENTS’ VOCABULARY MASTERY’ USING GAMES INVOLVING PICTURES IN ELEMENTARY SCHOOL

2019 ◽  
Vol 2 (1) ◽  
pp. 24-35
Author(s):  
Ira Ida Yustina
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Third Grade ◽  
The Third ◽  
English Class ◽  
Third Grade Students ◽  
Field Notes ◽  
The Subject ◽  
Interview Transcript ◽  
Test Result

The objectives of the study are to describe and find out the effectiveness the teaching of English vocabulary using games involving pictures in class activities at the third grade students of Elementary School. This study is action research. The subject of study is the third grade students of Elementary School of Piri Nitikan Yogyakarta. There were 17 students in the class. The data were collected from the observation, interview and test. The data were analyzed from field notes, interview transcript, the observation sheets and test result. It is concluded that using games involving picture in the class can make some progress to the students. The students can increase their vocabulary mastery and their ability both in writing words and in speaking. The students can pronounce the English words correctly. Besides, using games involving picture make the students active and enjoy English class.

scholarly journals Methods of Strength Development in Boys of Primary School Age Using Active Games

2016 ◽  
pp. 19-27
Author(s):  
С. І. Марченко ◽  
В. А. Іщенко
Keyword(s):  
Primary School ◽  
Fourth Grade ◽  
Third Grade ◽  
Second Grade ◽  
Strength Development ◽  
School Age ◽  
Primary School Teachers ◽  
The Third ◽  
Effective Development ◽  
Primary School Age

The research objective is to analyze the effect of games on the dynamics of strength development in boys of the second-fourth grades. Research methods: theoretical analysis and collation of scientific and methodological literature, method of control testing, pedagogical experiment, methods of mathematical statistics. Research results. The paper addresses the feasibility of further scientific substantiation for the effect of the number of games, the number of repetitions, the intervals of rest and their interrelation on the change in the strength indicators for boys of primary school age. The study has revealed that strength development requires that the pupils of the second and the third grades perform four games, while the pupils of the fourth grade — five games. The number of repetitions for the pupils of the second grade is one and two, for the pupils of the third grade — two, and for the boys of the fourth grade — three, with 40-second intervals for rest. The most effective development manifests in the second and the fourth grades during 20 classes, and in the third grade —during 30 classes. After that, it is advisable to use other means. The game duration varies from two to five minutes. Conclusions. The results obtained during the experiment give reason to recommend that primary school teachers, coaches and parents use active games in physical education, sports training and individual motor activity of boys of primary school age. These games should aim at developing strength abilities, both purposefully and in complex with regard to the duration and pace (intensity) of their performance.

Geometry in the primary grades

1963 ◽  
Vol 10 (4) ◽  
pp. 191-192
Author(s):  
Bernice Goldmark
Keyword(s):  
Middle Class ◽  
Primary Grades ◽  
Third Grade ◽  
Second Grade ◽  
Mental Ability ◽  
General Ability ◽  
Upper Middle Class

The search for a supplement to the prescribed arithmetic program for rapid learners led to the discovery of the Rawley-Suppes Geometry Program for Primary Grades. The problem arose in a class comprised of fifteen second grade and ten third grade pupils in an upper middle-class neighborhood. The children had been selected on the basis of their ability to learn rapidly as measured by their reading and mental ability stanine score in the previous grade, and by their former teacher's estimate of their general ability.

Relation of Visual-Motor Skills and Reading Achievement in Primary-Grade Pupils of Superior Ability

1967 ◽  
Vol 24 (1) ◽  
pp. 51-53 ◽  
Author(s):  
Thomas M. C. Chang ◽  
Vivian A. C. Chang
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Grade Level ◽  
Primary Grade ◽  
Third Grade ◽  
Second Grade ◽  
The Third ◽  
Visual Motor ◽  
Relationship Of ◽  
The Relationship

Second and third grade pupils ( ns = 23, 27, 24, 26) of superior intelligence were dichotomized into subgroups on the basis of visual-motor development as measured by the Bender-Gestalt. Bender and WISC scores were significantly correlated with reading at the second grade level but not at the third grade. The relationship of reading to visual-motor development and the learning of other skills to read for this type of pupil is suggested.

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