A Teacher's Journal: Opportunities to Develop Place Value through Student Dialogue

2003 ◽  
Vol 10 (2) ◽  
pp. 78-82
Author(s):  
Amy R. Kari ◽  
Catherine B. Anderson
Keyword(s):  
Facial Expressions ◽  
First Graders ◽  
Second Graders ◽  
Place Value ◽  
Student Dialogue ◽  
Paper And Pencil

The problem 11 + 9 was written on the board at the front of the room. Eleven first graders and nine second graders sat on the carpet, their facial expressions intent as they thought about solutions. I had asked them to try to think of strategies they could use that did not involve counting on their fingers. They did not use paper and pencil because this was what we call “Mental Math” time at our school.

Using a Base-Ten Blocks Learning/Teaching Approach for First- and Second-Grade Place-Value and Multidigit Addition and Subtraction

1990 ◽  
Vol 21 (3) ◽  
pp. 180-206 ◽  
Author(s):  
Karen C. Fuson ◽  
Diane J. Briars
Keyword(s):  
School District ◽  
First Graders ◽  
Second Graders ◽  
Teaching Approach ◽  
Second Grade ◽  
Place Value ◽  
Urban School District ◽  
Value System ◽  
Number Words ◽  
Addition And Subtraction

A learning/teaching approach used base-ten blocks to embody the English named-value system of number words and digit cards to embody the positional base-ten system of numeration. Steps in addition and subtraction of four-digit numbers were motivated by the size of the blocks and then were carried out with the blocks; each step was immediately recorded with base-ten numerals. Children practiced multidigit problems of from five to eight places after they could successfully add or subtract smaller problems without using the blocks. In Study 1 six of the eight classes of first and second graders (N=169) demonstrated meaningful multidigit addition and place-value concepts up to at least four-digit numbers; average-achieving first graders showed more limited understanding. Three classes of second graders (N=75) completed the initial subtraction learning and demonstrated meaningful subtraction concepts. In Study 2 most second graders in 42 participating classes (N=783) in a large urban school district learned at least four-digit addition, and many children in the 35 classes (N=707) completing subtraction work learned at least four-digit subtraction.

Facilitating Mathematical Practices through Visual Representations

2017 ◽  
Vol 23 (7) ◽  
pp. 404-412
Author(s):  
Aki Murata ◽  
Chana Stewart
Keyword(s):  
First Graders ◽  
Visual Representations ◽  
Place Value ◽  
Mathematical Practices ◽  
Number Lines ◽  
Practice Standards

This set of lesson examples demonstrates effective uses of magnets, number lines, and ten-frames to implement practice standards as first graders use place value to solve addition problems.

scholarly journals The Degree of Abstraction in Solving Addition and Subtraction Problems

2007 ◽  
Vol 10 (2) ◽  
pp. 285-293 ◽  
Author(s):  
Vicente Bermejo ◽  
Juan José Díaz
Keyword(s):  
Developmental Stage ◽  
Primary Education ◽  
First Graders ◽  
Fourth Grade ◽  
First Grade ◽  
Second Graders ◽  
School Grade ◽  
Levels Of Abstraction ◽  
Direct Modeling ◽  
Addition And Subtraction

In this study, the incidence of the degree of abstraction in solving addition and subtraction problems with the unknown in the first term and in the result is analyzed. Ninety-six students from first grade to fourth grade in Primary Education (24 students per grade) solved arithmetic problems with objects, drawings, algorithms, and verbal problems. The participants were interviewed individually and all sessions were video-taped. The results indicate a different developmental pattern in achievement for each school grade depending on the levels of abstraction. The influence of the level of abstraction was significant, especially in first graders, and even more so in second graders, that is, at the developmental stage in which they start to learn these arithmetic tasks. Direct modeling strategies are observed more frequently at the concrete and pictorial level, counting strategies occur at all levels of abstraction, whereas numerical fact strategies are found at higher levels of abstraction.

scholarly journals Primary Students’ Emic Views of Reading Intervention: A Qualitative Case Study of Motivation

2019 ◽  
Vol 68 (1) ◽  
pp. 86-107
Author(s):  
Joy Dangora Erickson
Keyword(s):  
Reading Intervention ◽  
Intervention Program ◽  
Qualitative Case Study ◽  
First Graders ◽  
School Experiences ◽  
Second Graders ◽  
Motivation To Read ◽  
Field Notes ◽  
Benefits And Costs

Although research indicates that motivation influences reading development and achievement, studies examining the motivation of primary-age readers are scarce and limited. Assuming school experiences play a role in shaping motivation, it is imperative that younger children’s motivation to read within the context of reading intervention programs be examined. This qualitative case study takes a step toward addressing the gap in the literature. The motivation and engagement of eight children identified as “at risk” for reading difficulties (four first graders and four second graders) specific to a pullout reading intervention program were investigated via researcher field notes and video logs, reading specialist engagement questionnaires and interviews, and participatory student interviews. Findings reveal that reports of engagement were mainly consistent with children’s preferences for doing reading in the classroom or in the intervention setting; however, children’s own perceptions were essential in understanding how the benefits and costs each associated with the intervention combined to influence motivation.

The Addition Methods of First- and Second-Grade Children

1981 ◽  
Vol 12 (2) ◽  
pp. 95-106
Author(s):  
Dorothy M. Houlihan ◽  
Herbert P. Ginsburg
Keyword(s):  
First Graders ◽  
Second Graders ◽  
Clinical Interview ◽  
Second Grade ◽  
Interview Method

A clinical interview method was used to investigate the addition procedures used by first- and second-grade children on both written and orally presented problems of different magnitudes and to determine whether these children vary their strategies according to the nature and magnitude of the problem. The results showed that first graders used a variety of counting procedures to solve addition problems, while second graders used both counting and noncounting procedures. In general, second-grade children efficiently adjusted their strategies according to the magnitude of the problem's addends. Implications for education are discussed.

Syllables and inflectional morphemes in early Finnish readers: evidence from eye-movements

2018 ◽  
Vol 45 (5) ◽  
pp. 1227-1245
Author(s):  
Tuomo HÄIKIÖ ◽  
Seppo VAINIO
Keyword(s):  
Eye Movements ◽  
First Graders ◽  
First Grade ◽  
Second Graders ◽  
Syllable Structure ◽  
Second Grade ◽  
Level Information ◽  
Morpheme Boundary ◽  
Locative Case ◽  
Target Words

AbstractFinnish is a language with simple syllable structure but rich morphology. It was investigated whether syllables or morphemes are preferred processing units in early reading. To this end, Finnish first- and second-grade children read sentences with embedded inflected target words while their eye-movements were registered. The target words were either in essive or inessive/adessive (i.e., locative) case. The target words were either non-hyphenated, or had syllable-congruent or syllable-incongruent hyphenation. For the locatives, the syllable-incongruent hyphenation coincided with the morpheme boundary, but this was not the case for the essives. It was shown that the second-graders were slowed down by hyphenation to a larger extent than first-graders. However, there was no slowdown in gaze duration for either age group when the syllable-incongruent hyphen was morpheme-congruent. These findings suggest that Finnish readers already utilize morpheme-level information during the first grade.

Acquisition of Comprehension of the Verb Phrase Anaphora Construction

1978 ◽  
Vol 21 (1) ◽  
pp. 166-173 ◽  
Author(s):  
Mary J. Baumgardner ◽  
Elaine Z. Lasky
Keyword(s):  
First Graders ◽  
Second Graders ◽  
Verb Phrase ◽  
Different Types ◽  
Language For Learning ◽  
Better Than

The verb phrase (VP) anaphora is a commonly used construction in English in which part of a sentence, including the verb, is replaced or deleted. The present study investigated comprehension of four types of VP anaphora constructions. Significant differences demonstrated that second graders performed better than first graders, and first graders better than kindergarteners. Significant differences were also found among the different types of VP anaphoric constructions: VP deletion was easier than pro-form, pro-form was easier than prosententialization, and prosententialization was easier than gapping. Implications for evaluation of language, and specifically evaluation of comprehension of language for learning, are discussed.

Explosive Leg Power and Flexibility in School Children Aged 6–8 Years

2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Fidanka Vasileva ◽  
Andjel Vasilev ◽  
Raquel Font Llado ◽  
Georgi Georgiev
Keyword(s):  
First Graders ◽  
Second Graders ◽  
Statistical Parameters ◽  
Performance Technique ◽  
Lower Back ◽  
Hamstring Muscles ◽  
Long Jump ◽  
The Difference ◽  
Student’S T ◽  
Age And Sex

This pilot study has been carried out on a sample of 51 participants – children aged 6–8 years, pupils in grades 1 and 2 at Elementary School Dimkata Angelov-Gaberot in Vatasha, Kavadarci, Republic of North Macedonia. The main objectives were: 1) to assess explosive leg power and flexibility of lower back and hamstring muscles; 2) to compare these parameters by age and sex. Measurement of anthropometric characteristics (height, weight and BMI) and assessment of explosive leg power and flexibility of lower back and hamstring muscles were performed in the school. In order to examine whether data have a normal distribution, skewness and kurtosis values and Kolmogorov–Smirnov test were used. Basic mathematical and appropriate statistical methods were used to calculate descriptive statistical parameters. Student’s t-test was applied to test the difference between groups formed based on age and sex. Boys in grades 1 and 2 showed better results than girls in standing long jump (SLJ) test, while girls in Grade 1 performed better in flexibility test (FT). Second graders who have been involved in Physical Education classes longer than first graders, have shown better results in SLJ test than first graders. The reason for this outcome is that second graders have practiced more and have a better performance technique that influenced the jump distance.

Effects of Anxiety on Communication Tasks for Children in Traditional and Individualized-Multiage Classrooms

2005 ◽  
Vol 96 (1) ◽  
pp. 57-66 ◽  
Author(s):  
James P. Papay ◽  
John J. Hedl ◽  
Charles D. Spielberger
Keyword(s):  
Trait Anxiety ◽  
First Graders ◽  
Second Graders ◽  
Anxiety Reduction ◽  
Concept Acquisition ◽  
Second Grade ◽  
Learning Program ◽  
Traditional Group ◽  
Multiage Classrooms ◽  
Concrete Concept

The effects of anxiety on concept acquisition were evaluated for first and second grade children enrolled in either a traditional or in an individualized or multiage learning program, the latter specifically designed to reduce anxiety during the learning process. Regardless of their learning environment, first graders who scored high on trait anxiety, measured by the State-Trait Anxiety Inventory for Children, performed more poorly than those with low trait anxiety. Individualized-multiage second grade children scored lower on state anxiety than children in the traditional group. The largest reduction in anxiety occurred at the second grade, suggesting that anxiety reduction was cumulative for the individualized-multiage program children during the first two years of their primary grade education. However, the individualized-multiage environment was detrimental to performance of second graders on the easier concrete concept acquisition test, suggesting that some anxiety is needed during learning to enhance attention and facilitate performance.

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