Sharing Chocolate

2015 ◽  
Vol 22 (3) ◽  
pp. 132-135
Keyword(s):  
Elementary School ◽  
Third Graders ◽  
Student Understanding ◽  
Equivalent Fractions ◽  
Fair Sharing

Two groups of third graders at Campbell Elementary School in Arlington, Virginia, investigated how to represent the fair sharing of chocolate bars when there are fewer chocolate bars than people who want to share them. This investigation occurred before any formal teaching of fractions, and it revealed student understanding of partitioning a whole into equal pieces, fractional language and notation, using fractions to represent division, and equivalent fractions.

Working with Text-Reasoning in Third Grade

2021 ◽  
pp. 26-30
Author(s):  
E. Korochkina
Keyword(s):  
Elementary School ◽  
Teaching Methods ◽  
School Teacher ◽  
Practical Experience ◽  
Third Graders ◽  
Elementary School Teacher ◽  
Russian Language ◽  
Different Types ◽  
Independent Work

The article reveals the practical experience of an elementary school teacher in shaping knowledge of different types of speech (types of text) among third-graders: text-description; narration text; text-reasoning. An example of organizing a Russian language lesson to familiarize with the text-reasoning is given. The role of such teaching methods as observing the characteristics of texts of different types, conducting an educational dialogue, and independent work on creating texts of different types is emphasized.

Use of Decision Frames by Elementary School Children

1986 ◽  
Vol 63 (3) ◽  
pp. 1107-1112 ◽  
Author(s):  
Helene J. Krouse
Keyword(s):  
Elementary School ◽  
Cognitive Development ◽  
School Children ◽  
Elementary School Children ◽  
Third Graders ◽  
Cognitive Level ◽  
Older Children ◽  
Decision Framing ◽  
Decision Frames ◽  
Decision Tasks

This study evaluated Tversky and Kahneman's model of decision framing among 90 children, 30 each from Grades 1, 3, and 6. Students were first tested to determine their level of cognitive development. They then responded to two sets of decision tasks to determine the extent to which they corresponded to Tversky and Kahneman's predicted departures from rationality. Analyses showed that older children utilized mechanisms similar to those described for adults, while first and third graders did not. There was no effect as a function of cognitive level. The implications of these findings for theory and research are discussed.

Measurement and Fair-Sharing Models for Dividing Fractions

2007 ◽  
Vol 12 (9) ◽  
pp. 490-496 ◽  
Author(s):  
Jeff Gregg ◽  
Diana Underwood Gregg
Keyword(s):  
College Students ◽  
Elementary School ◽  
Elementary Teachers ◽  
Elementary Mathematics ◽  
Division Of Fractions ◽  
Fair Sharing

Van De Walle (2007) describes dividing one fraction by another in this way: “Invert the divisor and multiply is probably one of the most mysterious rules in elementary mathematics” (p. 326). Tirosh (2000) concurs and cites research suggesting that “division of fractions is often considered the most mechanical and least understood topic in elementary school” (p. 6) and that students' performance on tasks involving division of fractions is typically very poor. These claims are reflected in the difficulties that college students experience in courses for mathematics for elementary teachers when they try to explain why the invert-andmultiply algorithm works. See the following problem.

scholarly journals The Effect Of Storytelling Method On The Speaking Skills Of Third Graders

Academia Open ◽  
2021 ◽  
Vol 4 ◽  
Author(s):  
Maulidiyah firda Yanti ◽  
Machful Indra Kurniawan
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Hypothesis Testing ◽  
Sampling Technique ◽  
Third Graders ◽  
T Test ◽  
Significance Level ◽  
Grade 3 ◽  
Collection Methods ◽  
Speaking Skills

The purpose of this study is to find  how much the influence storytelling method for speaking skills of elementary school  01 Waru Sidoarjo inter class. The kind of the study use quantitative  of kind pre-experimental with one grup desain of pretest-posttest. the sampling technique in this study  use  purposive sampling technique with certain considerations, which use all members of the population as a sample of 25 students inter A class. the  data collection methods  are descriptive statistic and analysis prerequisite tests and hypothesis testing. The results of students analysis are speaking skills before using the storytelling method is in the medium category. Furthermore, the T test was compare with a 5% significance level of 1.7081.  Then it can be concluded that Ha was accepted and Ho was rejected. While the calculation of the level influence obtained 0,91 results which means that there is a large influence in the study, because eta square is 0,91 > 0,41. These results illustrate that the speaking skills of students in class 3 are influenced by using the storytelling method in grade 3 elementary school at Bangah 01 Waru Sidoarjo.

scholarly journals Improving Science Learning Outcomes with Hands-On-Minds-On Learning Model on The Third Graders Of Elementary School

2019 ◽  
Vol 26 (1) ◽  
pp. 10-21
Author(s):  
Ike Rohaenah ◽  
Ngadiyem Ngadiyem ◽  
Dinan Hasbudin ◽  
Fauzi Fauzi ◽  
Prahasinta Dewie
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Science Learning ◽  
Learning Model ◽  
Third Graders ◽  
The Third ◽  
Hands On

scholarly journals Increasing Students’ Achievement on Simple Two-Dimensional Figure Materials Through Students STAD for Third Graders of Elementary School

2018 ◽  
Vol 5 (5) ◽  
pp. 80
Author(s):  
Dwi Purwanti ◽  
Akhmad Arif Musadad ◽  
Gunarhadi Gunarhadi
Keyword(s):  
Elementary School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Action Observation ◽  
Student Learning Outcomes ◽  
Third Graders ◽  
Average Score ◽  
Two Dimensional ◽  
Evaluation Phase ◽  
Improve Student Learning

The purpose of this study was to describe the implementation of STAD cooperative approach learning to improve student learning outcomes in the material two-dimensional figure in third graders of state Elementary School of Dadapsari 129 Surakarta. This research is classroom action research which refers to the design of Kemmis and McTaggart which consists of four components: planning, action, observation, and reflection. This study was conducted in two cycles. The data is collected in this research by the observation sheets, interviews, field notes, and student scores. The participants of this study was 33 students consist of 10 male and 23 female. The findings showed that the percentage of completeness of classical study increased by 30.7% in the pre-cycle to 87% in the second cycle. The average score of students also increased from 62.15 for the pre-cycle to 76.03 in the second cycle. Based on these results, it can be concluded that the implementation of STAD cooperative learning model can improve student learning outcomes at the material of two-dimensional figure to follow the phases of class presentation phase, the study group phase, study team and monitoring phase, evaluation phase, and, appreciation group.

The Application of Global Education in Child-Friendly School: Descriptive Study in Primary School in Sumedang

2019 ◽  
Vol 2 (1) ◽  
pp. 71
Author(s):  
Hany Handayani ◽  
Pupung Rahayu ◽  
Agusfianudin .
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Primary Schools ◽  
Global Education ◽  
Student Understanding ◽  
Structured Interviews ◽  
School Students ◽  
The Face ◽  
Green School ◽  
Child Friendly

Integration of global education in schools is considered insignificant by teachers, whereas in the face of the era of globalization, education is very important given to elementary school students, so with this consideration this research is carried out. The method used in this study is a descriptive method of the International Green School Primary School in Sumedang which implements child-friendly school education. This study aims to find out how schools apply global education to subjects in the classroom. The technique of data collection is done through semi-structured interviews, observation and documentation. This study was analyzed using a grounding approach. The findings of this study highlight the implementation of global education in child-friendly schools at the Green School Elementary School. Based on these findings, Elementary School teachers found learning patterns in the implementation of global education in Primary Schools. The results obtained are: 1) increasing student understanding of international and intercultural issues and, 2) increasing student understanding of strategies to participate locally, nationally, and internationally.

In My Opinion: Too Little, Too Early

2009 ◽  
Vol 16 (2) ◽  
pp. 68-71
Author(s):  
Erik D. Jacobson
Keyword(s):  
Elementary School ◽  
Third Graders ◽  
Mathematical Problems

Mathematicians and university math educators insist that multiplication is not repeated addition; however, the interpretation works when solving most elementary school mathematical problems. Sure, mathematicians might make a distinction, but does such hair splitting matter to third graders? Should it matter to their teachers?

Problem Solvers: Solutions: Light it up!

2010 ◽  
Vol 17 (4) ◽  
pp. 209-211
Keyword(s):  
Elementary School ◽  
First Grade ◽  
Third Graders ◽  
Metal Part ◽  
The Wire ◽  
Problem Solvers

When Candace Standley began reading the problem scenario, she related immediately to Mr. Meester's problem because she also had a box of disorganized circuit materials. She decided to work on the problem with her first-grade students at A. G. Richardson Elementary School in Culpeper, Virginia. Teachers Marie Wright, Anastasia Kalona, and Catherine Krueger and their third graders from the River School in Washington, D.C., also worked on the problem. Both groups of students were presented with the problem and shown the materials that they could use, including batteries, bulbs (LED or incandescent), and wires. The students at the River School voiced their observations as they examined the materials: “The wire has a metal part.”

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