Brief Report: Gender Differences in Mathematics: An International Perspective

1990 ◽  
Vol 21 (1) ◽  
pp. 74-80
Author(s):  
Corinna A. Ethington
Keyword(s):  
Gender Differences ◽  
Elementary School ◽  
Problem Solving ◽  
Mathematical Reasoning ◽  
International Perspective ◽  
School Level ◽  
Spatial Problem ◽  
National Assessment ◽  
Factors Associated ◽  
Quantitative Performance

Gender-related differences on measures of quantitative performance and problem-solving abilities consistently appear in national assessments (e.g., Dossey, Mullis, Lindquist, & Chambers, 1988; Fennema & Carpenter, 1981; National Assessment of Educational Progress, 1975, 1983; Wilson, 1972). Using a variety of performance measures, investigators have examined the nature of these differences and the factors associated with them for subjects varying in age from elementary school to undergraduates in college. From these studies, it is generally concluded that no gender differences are evidenced at the elementary school level, but beginning at approximately the seventh grade, any differences that appear, such as those found in spatial problem-solving tasks and tasks requiring mathematical reasoning, favor males. (See Fennema, 1974, 1980 and Leder, 1985, for a review of this literature.)

scholarly journals The effects of problem-solving teaching methods on elementary school student’s physics achievement at Dudmegn full cycle elementary school, Ethiopia

2020 ◽  
Vol 10 (1) ◽  
pp. 49-63
Author(s):  
Asrat Dagnew Kelkay ◽  
Gebremedhin Dagnew
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Teaching Method ◽  
Sampling Technique ◽  
School Level ◽  
Control Group ◽  
School Students ◽  
Lecture Method ◽  
Post Test ◽  
Research Procedure

This study investigated the effects of problem-solving teaching method on elementary school students’ physics achievement at elementary school. In this investigation an experimental research procedure was used. Along with this, a sample of sixty students was drawn from a total of three hundred seventy-eight students using lottery method of sampling technique. Physics achievement test (pre-test and post-test) covering the unit ‘’Introduction to Electronics’’ was used as measuring instrument. Then, based on the pre-test scores, mixed ability groups such as fifteen high and fifteen low scoring 30 students each were assigned as experimental (13Fand17M) and control(15 and15M) groups using lottery method of sampling technique Students in the experimental group were taught using problem solving teaching method while those in the control group were instructed with lecture teaching method. The post-test constructed by the writer in the sample unit taught was administrated to both groups immediately after the treatment was over. Finally, the results of the study revealed that problem-solving teaching method was more effective in teaching physics as compared with lecture method at elementary school level.   Key words: Achievement, Effect, Elementary, Physics, problem    

Dirichlet Polygons—an Example of Geometry in Geography

1986 ◽  
Vol 79 (3) ◽  
pp. 170-173
Author(s):  
Thomas O'Shea
Keyword(s):  
High School ◽  
Elementary School ◽  
Problem Solving ◽  
Real World ◽  
School Level ◽  
High School Level ◽  
The Real ◽  
Axiomatic Systems

The teaching of geometry in the elementary school can be an exciting experience; children are receptive to experimentation, and many activities can be devised to facilitate learning. Generally, however, the use of exploration in geometry decreases as students progress through school and as they begin the study of formal axiomatic systems. In the higher grades we need to present interesting uses of geometry that will allow students to develop their powers of exploration and problem solving. The purpose of this article is to outline an example of how geometry serves as a model in the real world and to suggest how it might be used at the high school level.

scholarly journals Characteristics of HOTS Oriented Learning at the Elementary School Level

2020 ◽  
Vol 3 (4) ◽  
pp. 873
Author(s):  
Isti Aulia Maspupah
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Problem Solving ◽  
Creative Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
School Level ◽  
Transfer Of Knowledge ◽  
Higher Order Thinking Skills

<p><em>Teachers are always required to always update the changes that occur, so that learning is able to prepare students to face the changes that occur. One of the important things that can be done by teachers is to develop HOTS-oriented learning so that students become accustomed to critical thinking so that they are able to develop their creativity. The purpose of this study is to determine the concept of higher order thinking skills, aspects of higher order thinking skills, HOTS-oriented learning characteristics. The results of this study are: Higher order thinking skills are thinking skills that are not just remembering, restating, and also referring without processing, but thinking skills to examine information critically, creatively, and able to solve problems, Skill-oriented learning higher order thinking is learning that involves 3 (three) aspects of higher order thinking skills, namely: transfer of knowledge, critical and creative thinking, and problem solving. The characteristics of HOTS-oriented learning must make students active in thinking.</em></p>

scholarly journals Development of Online Student Olympiad Training Materials for Elementary School Teachers in Magersari Mojokerto Subdistrict in the COVID-19 Pandemic Era

2021 ◽  
Vol 2 (1) ◽  
pp. 62-72
Author(s):  
Manuharawati ◽  
Raden Sulaiman ◽  
Hery Tri Sutanto ◽  
Muhammad Jakfar ◽  
Toni Phibeta
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Teachers ◽  
Mathematics Learning ◽  
School Level ◽  
World Health ◽  
School Teachers ◽  
Online Student ◽  
Training Materials ◽  
Health Organization

In March 2020, the World Health Organization (WHO) declared COVID-19 as an international pandemic. This condition definitely affects the learning process, especially Mathematics learning in elementary school, and one of the goals expressed by Badan Standar Nasional Pendidikan (BSNP), namely that students have the ability to understand concepts, reason, solve problems, communicate ideas, and have an attitude of appreciating the usefulness of mathematics in life. Most elementary school teachers in Magersari District have not been able to do problem solving training for students and they need help to improve their abilities in assisting their students in solving Math Olympiad problems. Therefore, an activity was held to development of online student olympiad training materials for elementary school teachers in Magersari Mojokerto Subdistrict. Base on the evaluation, it can be concluded that this activity can improve the ability of teachers to develop Math Olympiad questions at the elementary school level and be able to solve them with problem solving steps; In solving problems related to integers, teachers can apply the properties of integer operations, and do not use formulas that are not familiar to elementary school children; And also, this activity is felt to be fun and in accordance with its objectives.

Writing Techniques for Problem Solvers

1985 ◽  
Vol 33 (1) ◽  
pp. 24-25
Author(s):  
Francis (Skip) Fennell ◽  
Richard Ammon
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
School Mathematics ◽  
Educational Progress ◽  
National Assessment ◽  
Elementary School Mathematics ◽  
Problem Solvers

The decade of problem solving is upon us. The recommendations provided by the 1978 National Assessment of Educational Progress (NAEP), NCTM's An Agenda for Action, and the Priorities in School Mathematics (PRISM) Project all point toward greater emphasis on problem solving in elementary school mathematics.

Fraction Photo Frenzy: A New Exploration

2009 ◽  
Vol 15 (9) ◽  
pp. 552-557
Author(s):  
Daniel L. Canada
Keyword(s):  
Preservice Teachers ◽  
Elementary School ◽  
Problem Solving ◽  
Mathematical Reasoning ◽  
Problem Solving Environment

Using technology to expand opportunities to share their thinking in a problem-solving environment, these preservice teachers discover exciting possibilities for sharing mathematical reasoning in elementary school classrooms.

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