The Comparative Effectiveness of Microcomputers and Flash Cards in the Drill and Practice of Basic Mathematics Facts

1985 ◽  
Vol 16 (3) ◽  
pp. 225-232
Author(s):  
Karen C. Fuson ◽  
Kathleen T. Brinko
Keyword(s):  
Comparative Effectiveness ◽  
Fourth Graders ◽  
Daily Routine ◽  
The Third ◽  
Flash Cards ◽  
Mathematics Facts ◽  
Basic Facts ◽  
Drill And Practice

A flash card procedure was designed with some of the features of microcomputers for the drill and practice of basic facts. Second, third, and fourth graders followed the same daily routine for 6 weeks in either a flash card or a microcomputer condition, practicing basic facts in subtraction or division. Weekly tests revealed learning in the first 2 weeks, little or no learning in the third and fourth weeks, and some learning in the fifth week, when the groups changed practice conditions. The flash card and microcomputer conditions produced equivalent learning.

Research Report: Improving Multiplication Skills

1985 ◽  
Vol 32 (7) ◽  
pp. 52
Author(s):  
Marilyn N. Suydam
Keyword(s):  
Fourth Graders ◽  
Third Graders ◽  
Mathematics Assessment ◽  
Bad News ◽  
Good News ◽  
Research Report ◽  
The Third ◽  
Percentage Points ◽  
Basic Facts ◽  
Better Than

Did you hear that students' knowledge of multiplication basic facts improved decidedly between the second national mathematics assessment in 1978 and the third assessment in 1982 (NAEP 1983)? Average scores of nine-year-olds rose from 60 percent to 66 percent, ranging from 70–85 percent on easier facts to 50–60 percent on harder facts. Fourth graders performed about forty percentage points better than third graders. By age thirteen. scores were 90 percent or above on both assessments. That's the good news. The bad news is that results were not as good for conceptual, computational. or problem-solving items.

scholarly journals INSULTS SPEAK LOUDER THAN WORDS: DONALD TRUMP’S TWEETS THROUGH THE LENS OF THE SPEECH ACT OF INSULTING

2019 ◽  
pp. 139-159
Author(s):  
Džemal Špago ◽  
Adi Maslo ◽  
Edina Špago-Ćumurija
Keyword(s):  
Political Discourse ◽  
Cognitive Linguistics ◽  
Speech Act ◽  
Common Type ◽  
Political Campaigns ◽  
Third Party ◽  
Daily Routine ◽  
Methodological Framework ◽  
Donald Trump ◽  
The Third

While insulting opponents is not something alien to politicians and political campaigns, Donald Trump has added a new dimension to it by making it almost a part of his daily routine. Moreover, his insults are often blatant and outright, rather than subtle and disguised, which sets a new tone to political discourse. The goal of this paper is to establish whether his insults are random rants meant to vent his anger and frustration with his critics and political adversaries, or rather a part of a calculated strategy aimed at political gain. The results of the quantitative and qualitative analysis of the corpus, which consists of 915 tweets published by Trump over a four-month period, and which was done within the methodological framework of the speech act theory and, in part, cognitive linguistics, show that Trump’s insults are not based on impulsivity and randomness. The results also suggest that, based on the way the illocutionary effect of insulting is achieved, his insults are realized in three distinct patterns: derogatory nicknaming, conventional and indirect insults. The recurring framing of political opponents by means of derogatory nickname-calling, by far the most common type of insults identified in this study, reveals a higher-level agenda on the addressor’s side. His intention is to methodically discredit the targets of his insults in the eyes of the third party, whose role and reaction in this type of political discourse become even more prominent than that of the insulted party.

scholarly journals FASILITAS EDUKASI DAN HIBURAN BERBASIS TANAMAN DI DURI UTARA

2020 ◽  
Vol 2 (2) ◽  
pp. 2399
Author(s):  
Lieman Lieman
Keyword(s):  
Plant Stress ◽  
Urban Society ◽  
Open Architecture ◽  
Daily Routine ◽  
Third Place ◽  
The Third ◽  
High Level ◽  
Natural Media

Urban society has a high level stress. The daily routine beet home (first place) and at the workolace (second place) is a stress trigger. There is a gap to fill between first place and second place. So third place is a place for escape between first place and second place. At that place people will release the stress and fill it with conversation and activities. A open architecture try to present the third place in it. It try to bring place for various activities that can change according to development. That place can use for various age from child and adult. This project use observation approach and study of literature. See what happening on the field. Contextualities applied in this project, made building harmony and appear polite with surrounding. The project raised issue on the field. In release the stress used acitivies that use natural media methods. The natural media used is plant. According to research by doing activities related with plants such as planting, caring, or harvesting can reduce the level of stress in the soul. Creative activities that can be enjoyed by various ages, in childern to adult range. More creative interactions have been implemented in the project of plant-based educational and entertainment facilities in Duri Utara. Keywords: plant; stress; third place AbstrakMasyarakat kota memiliki tingkat stres yang tinggi. Rutinitas sehari-hari antara di rumah (first place) dan di tempat kerja (second place) merupakan faktor pemicu stres. Antara rumah sebagai first place dan tempat kerja atau sekolah sebagai second place ada celah untuk mengisi di antara dua hal tersebut. Maka hadirlah third place sebagai tempat pelarian antara first place dan second place. Ditempat itu sesorang akan datang untuk melepas stres dengan mengisinya dengan pembicaraan dan kegiatan. Sebuah arsitektur yang terbuka (open architecture) berusaha menghadirkan tempat ketiga (third place) di dalamnya. Hal itu mencoba menghadirkan sebuah wadah dengan beragam aktivitas yang dapat berganti sesuai perkebangannya. Wadah tersebut juga dapat digunakan oleh beragam usia dari anak-anak sampai dewasa. Proyek ini menggunakan pendekatan observasi dan studi literatur. Melihat langsung apa yang terjadi dilapangan. Kontekstualitas diterapkan dalam proyek untuk membuat bangunan yang selaras dan tampak sopan dengan sekitarnya. Proyek diangkat permasalahan yang ada di daerah perancangan. Dalam menghilangkan stres digunakan metode kegiatan yang menggunakan media alam. Media alam yang digunakan adalah tanaman. Menurut penelitian dengan melakukan kegiatan yang berhubungan dengan tanaman seperti menanam, merawat, atau memanen dapat mengurangi tingkat stres dalam jiwa. Kegiatan yang bersifat kreativitas yang dapat dinikmati oleh beragam kalangan usia, mulai dari anak-anak sampai dewasa. Interaksi yang lebih kreatif coba di terapkan dalam proyek fasilitas edukasi dan hiburan berbasis tanaman di Duri Utara.

scholarly journals “...TEACHERS WORK ENTHUSIASTICALLY AND HAVE NO COMPLAINTS...”: ETHNOGRAPH M. N. KHANGALOV IN THE SERVICE OF EDUCATION

2021 ◽  
Vol 2 ◽  
pp. 20-27
Author(s):  
Zhukova Natalya E. ◽  
◽  
Palkhaeva Elizaveta N. ◽  
Palikova Tatyana V. ◽  
◽  
...  
Keyword(s):  
Educational Activity ◽  
Rural Life ◽  
Quantitative Composition ◽  
Daily Routine ◽  
Educational Facilities ◽  
Repair Work ◽  
Famous Scientist ◽  
The Third ◽  
Shed Light

The article presents to the reader’s attention the famous scientist-ethnographer Mat-vey Nikolaevich Khangalov as an enthusiastic, talented teacher. The key source for the analysis and description of Khangalov’s activities as the head of the Bilchir School was his diary of 1910–1911. It is divided into three parts: the first is devoted to the description of shamanic rituals, the second is an illustration of school daily routine, the third is a demonstration of fragments of rural life in Bilchir village. The description of school daily routine included various issues of the educa-tional process from problems with the schedule to repair work. Diary shed light on the small number and poor qualification of teachers, the mobility of the quantitative composition of pupils, the constant shortage of educational facilities and their actual unsuitability, which significantly complicated the work of Matvey Nikolaevich. In conclusion, we come to the conclusion that educational activity was M. N. Khangalov’s lifework.

Let’s Find a Barn and Put On a Show

2016 ◽  
Vol 4 (4) ◽  
pp. 550-555 ◽  
Author(s):  
Beverly A. Chiarulli
Keyword(s):  
Fourth Graders ◽  
Assessment Methods ◽  
Public Programs ◽  
School Class ◽  
The Third ◽  
Common Problems ◽  
The Individual ◽  
Goals And Objectives

AbstractArchaeologists are regularly asked to present public programs. The audiences are varied, as are the settings. Often, the programs are one-time events, and archaeologists usually talk about current or favorite projects. However, public programs may run into unexpected problems because they take archaeologists into unfamiliar situations. In addition, not all programs, including some that seem successful, leave the audience with the message the archaeologist intended to convey; occasionally, the audience will even receive the opposite message. This article is designed to help anyone preparing public programs to avoid some common problems. The lessons fit into three groups. The first group consists of knowledge lessons: know your audience, know their interests, and know their community. The second group consists of logistical lessons: how many programs or classes should be involved? How long should each program last, and what facilities should be used? The third group consists of development lessons for both you and your audience, including building goals and objectives into the program and using appropriate assessment methods. It also includes creating networks that support your program. Can you develop the individual encounters into a coherent approach? Whether a program is designed for a single school class of 30 fourth graders or for a booth at a county fair visited by 4,000 fairgoers, each one should be designed to provide a coherent message to the audience.

Seeing Addition: A Diagnosis-Remediation Case Study

1989 ◽  
Vol 36 (5) ◽  
pp. 10-11
Author(s):  
Benny F. Tucker
Keyword(s):  
Third Grade ◽  
Digit Number ◽  
Mathematical Ideas ◽  
The Third ◽  
Basic Facts ◽  
Physical Materials

The value of physical materials as a tool for helping children “see” mathematical ideas is illustrated repeatedly when children have opportunities to use those materials. The following case study is just one of many that demonstrate this principle. The child, whom we shall refer to as Ann, was in the third grade. Ann's parents and teacher had reported that she had a fair grasp of all the basic facts for addition but consistently made errors when performing the operation with two-digit and three-digit number.

Brief Reports: Using a Computer Game to Reinforce Skills in Addition Basic Facts in Second Grade

1981 ◽  
Vol 12 (2) ◽  
pp. 152-155
Author(s):  
William H. Kraus
Keyword(s):  
Computer Game ◽  
Computer Assisted Instruction ◽  
Second Grade ◽  
Computer Assisted ◽  
Programmed Instruction ◽  
Immediate Feedback ◽  
Basic Facts ◽  
The Cost ◽  
Assisted Instruction ◽  
Drill And Practice

Early work in computer-assisted instruction (CAl) involved using the computer to present drill-and-practice exercises to the student (e.g., Suppes, Jerman, & Brian, 1968; Suppes & Morningstar, 1972). Since the computer can provide immediate feedback to the student and can control the sequence in which the exercises are presented, such CAl has generally proven to be effective, although the cost-effectiveness of such systems of programmed instruction bas been questioned (Vinsonhaler & Bass, 1972).

Basic Fact Thinking Strategies for Multiplication— Revisited

1982 ◽  
Vol 13 (3) ◽  
pp. 163-171
Author(s):  
Cathy J. Cook ◽  
John A. Dossey
Keyword(s):  
Retention Test ◽  
Grade Level ◽  
Basic Fact ◽  
Instructional Approaches ◽  
The Third ◽  
Multiplication Facts ◽  
Thinking Strategies ◽  
Growth Scores ◽  
Drill And Practice

The study replicated, with modification, Thornton's (1978) study on the role of thinking strategies in the learning of the multiplication facts. The study was carried out at the third-grade level, comparing Thornton and Noxon's Look into the Facts strategies with the factor size approach used in the students' basal text. The amount of drill and practice was equated across the groups. Growth scores from a series of tests during the instructional phase and a retention test were analyzed. The results indicate that the thinking strategies approach produced the greater overall learning growth for multiplication facts. The results also indicate that the thinking strategies approach produced the most rapid gains in multiplication fact knowledge during the instructional period. Other analyses were made on the relationships between the two instructional approaches, aptitude levels, and fact difficulty levels.

Math-Facts Memory Made Easy

1985 ◽  
Vol 33 (4) ◽  
pp. 21-25
Author(s):  
Gary Greene
Keyword(s):  
Primary Grades ◽  
Individualized Instruction ◽  
Flash Cards ◽  
Math Facts ◽  
Addition And Subtraction ◽  
Drill And Practice ◽  
Subtraction Facts ◽  
Speed And Accuracy

There comes a time when children in the primary grades are expected to increase the speed and accuracy with whlch they perform computational tasks. Mastery of basic addition and subtraction facts greatly facilitates a student's ability to achieve this objective. Although some children are able to learn math facts without individualized instruction, others require extensive support. For the latter students, teachers typically prescribe extra drill-and-practice activities (e.g., flash cards), often leading to disappointing and frustrating results for both the teacher and the child.

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