What is the Best Option?

2014 ◽  
Vol 21 (4) ◽  
pp. 203-206
Author(s):  
Cynthia Taylor ◽  
Kelley Buchheister ◽  
Christa Jackson
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Students ◽  
School Students ◽  
The Cost

This department showcases students' in-depth thinking and work on previously published problems. The November 2013 problem offers elementary school students an opportunity to work with decimals in an authentic problem-solving situation. The questions on the activity sheet will guide students as they determine the cost of three different electric plans during several months.

PROFIL BERPIKIR REFLEKTIF SISWA SD DALAM PEMECAHAN MASALAH PECAHAN BERDASARKAN KEMAMPUAN MATEMATIKA

EDUKASI ◽  
2016 ◽  
Vol 14 (2) ◽  
Author(s):  
Hery Suharna ◽  
Agung Lukito Nusantara ◽  
I Ketut Budayasa
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Students ◽  
Reflective Thinking ◽  
Research Subjects ◽  
Math Skills ◽  
School Students ◽  
Calculation Skills ◽  
High Ability Students ◽  
Selection Of

The research reveals a profile of reflective thinking of elementary school students in problem solving fractions based on his mathematical abilities. The instruments used in data collection is Test Problem Solving (TPM), interview. Selection of research subjects in a way given test is based on the ability of mathematics, namely mathematical skills of high, medium and low and further categorized and taken at least 2 people to serve as subjects. The research objective is: describe the profile of reflective thinking that math skills of elementary school students High, medium, and low. Based on the results of the study found reflective thinking profile and high ability students were as follows: (a) the step to understand the problems students have information/knowledge or data that is used to respond, comes from inside (internal) and can explain what has been done; (B) the planned step problem solving students have information/knowledge or data that is used to respond, comes from inside (internal) and can explain what has been done; (C) on measures to implement the plan in terms of information/knowledge or data used by students to respond, comes from inside (internal), could explain what has been done, realized the error and fix it, and communicate ideas with a symbol or image, and (d) the checking step back, namely information/knowledge or data that is used by students to respond, comes from inside (internal) and can explain what has been done. Profile of reflective thinking ability students lowly mathematics, namely: (a) at the stage of understanding the problem, students can determine known and asked in the problem, but the students' difficulties to explain the identification of the facts that have been done, the students explained the understanding vocabulary, and feel of existing data the matter is enough; (B) at the stage of implementing the plan, the students explained, organize and represent data on the issue, describes how to select the operation in solving a problem though students are not sure, and students' difficulty in explaining what he had done; (C) at the stage of implementing the plan, the student has information on calculation skills although the answer is not correct. Students difficulty in explaining about the skills calculations have been done, trying to communicate their ideas in the form of symbols or images, even if students rather difficult to describe, and realized there was an error when using a calculation skills and improve it; (D) at the stage of check, students' difficulties in explaining whether obtained estimates it approached, it makes senseKeywords: reflective thinking, problem solving, fractions, and math skills.

Interpersonal Problem-Solving Inventory for Elementary School Students

2021 ◽  
Author(s):  
Cong Khanh Nguyen ◽  
My Linh Thi Nguyen ◽  
Ha Thi Tran ◽  
Tam An Nu Nguyen
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Students ◽  
School Students ◽  
Interpersonal Problem ◽  
Interpersonal Problem Solving

WHEELED ROBOT WITH ARDUBLOCK PROGRAMMING FOR ELEMENTARY SCHOOL STUDENTS

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
FENDIK EKO PURNOMO ◽  
M A FIRMANSYAH
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Programming Language ◽  
Basic Assumption ◽  
School Curriculum ◽  
School Students ◽  
C Programming Language ◽  
C Programming ◽  
Wheeled Robot ◽  
The Cost

Robotics technology can be implemented into the elementary school curriculum with the presence of extracurricular robotics or better as robotics only. Robotics in students is taught to assemble and program simple robots packaged in robotics learning media. Robotics activities basically use wheelled robots but have different functions. With the basic assumption of the robot, we can reduce the cost of procurement by making a robot with one wheel but with various functions. The wheeled robot is portable, so it is easy to disassemble. Robotics activities in generaly uses an Arduino controller with the C programming language. Elementary school students have difficulty understanding the language. Ardublock as one of the easy and open-source solutions. This research focused on the working system of a wheeled robot with various features (line tracer, transporter, and wall tracking) as well as the success in using ardublock logic as the programming language of the robot. The results test show that the ardublock program can be used to program the Arduino controller on the robot. The wheeled robot with the line follower feature recorded a travel time of 6.0 seconds on a 200cm trajectory. The wheeled robot with a transporter feature on a 200 cm trajectory takes an average of 8.9 seconds with the success of lifting objects 7 times out of 10 attempts.

Development of a Social Skills Education Game for Elementary School Students

2019 ◽  
Vol 50 (5) ◽  
pp. 598-620
Author(s):  
Yoshiko Okada ◽  
Toshiki Matsuda
Keyword(s):  
Elementary School ◽  
Social Skills ◽  
Problem Solving ◽  
Elementary School Students ◽  
Small Sample Size ◽  
Small Sample ◽  
Card Game ◽  
School Students ◽  
Trade Off ◽  
Skills Education

Background. The latest Japanese National Curriculum emphasized the importance of active learning as well as communication skills in various subject areas. Following this trend, the social skills education (SSE) approach was adopted to promote and improve skills that facilitate interpersonal conflict resolution in elementary school students. Aim. This study developed a card game to help elementary school teachers perform SSE. The aims were to convince students to contemplate alternative solutions to problems in a way that incorporates suggestions from other students and to motivate children to think about problem solving in a social context. Methods. Our card game was developed based on Matsuda’s warp and woof model of problem-solving that emphasizes generating ideas concerning trade-off resolution in problem-solving. We then tested the game in a sample of 74 fourth grade (9-10 years old) elementary school students. Results. The findings suggest that the students understood the importance of considering new alternatives for trade-off resolution by playing our game. Conclusions. Despite the limitations of our study, such as the small sample size, our findings demonstrated that the game was successful in teaching most students the necessity of reaching a consensus in situations involving conflicting opinions.

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