Foster Fact Fluency with Number String Discussions

2018 ◽  
Vol 25 (2) ◽  
pp. 86-93
Author(s):  
Wendy S. Bray ◽  
Luz A. Maldonado
Keyword(s):  
Basic Fact ◽  
Reasoning Strategies ◽  
Fact Fluency

Talking about a structured series or string of basic fact problems is a strategy that presents collaborative opportunities for students to explore relationships among related reasoning strategies.

Eight Unproductive Practices in Developing Fact Fluency

2021 ◽  
Vol 114 (11) ◽  
pp. 830-838
Author(s):  
Gina Kling ◽  
Jennifer M. Bay-Williams
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Basic Fact ◽  
School Teachers ◽  
Fact Fluency ◽  
Basic Facts

Basic fact fluency has always been of interest to elementary school teachers and is particularly relevant because a wide variety of supplementary materials of varying quality exist for this topic. This article unpacks eight common unproductive practices with basic facts instruction and assessment.

Assessing Basic Fact Fluency

2019 ◽  
pp. 233-253
Author(s):  
Nicki Newton ◽  
Ann Elise Record ◽  
Alison J. Mello
Keyword(s):  
Basic Fact ◽  
Fact Fluency

Apps for Teaching, Not Just Reviewing

2015 ◽  
Vol 21 (7) ◽  
pp. 438-441
Author(s):  
Jennifer J. Wall ◽  
Heidi N. Beatty ◽  
Michael P. Rogers
Keyword(s):  
Mobile Technology ◽  
Basic Fact ◽  
App Store ◽  
Flash Cards ◽  
Fact Fluency

Are you fortunate enough to have a classroom set of iPads® or another type of mobile technology? Perhaps you have only one iPad linked to a projector, and you organize students in teams to take turns. What kinds of applications (apps) do you have on your classroom iPads? Looking through the iTunes App Store, one will find many apps designed to allow students to practice basic fact fluency—essentially fancy electronic flash cards. Are these truly the only types of apps that are available?

scholarly journals STRATEGI MEMBELAJARKAN PENGUASAAN FAKTA DASAR MATEMATIKA (MATHEMATICS BASIC FACT FLUENCY) SISWA SEKOLAH DASAR

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Dana Arif Lukmana
Keyword(s):  
Basic Fact ◽  
Fact Fluency

Penguasaan fakta dasar matematika merupakan komponen penting perkembangan keterampilan matematika siswa yang sangat diperlukan. Penulis merekomendasikan agar dalam membelajarkan fakta dasar diawali dari fase menghitung, bernalar hingga penguasaan.Implemantasinya meliputi menyajikan masalah riil dan membiarkan siswa mengembangkan strategi alaminya secara mandiri.Terkait fakta penjumlahan, strategi penalaran dapat dilakukan dengan aktifitas tambah satu tambah dua, penjumlahan dengan 0, menggunakan 5 atau 10 sebagai acuan, kelipatan dua, hingga dekat kelipatan dua. Untuk fakta perkalian strategi penalaran dapat dilakukan  dengan perkalian 0, 2, 5, 9 dan 10, dilanjutkan memanfaatkan fakta-fakta yang sudah diketahui untuk menemukan fakta baru, dan penggunaan game sebagai latihan. Sebagai catatan, beberapa hal perlu dihindari dalam membelajarkan fakta dasar matematika seperti mengabaikan strategi yang dikembangkan sendiri oleh siswa, menghafal, tes berdurasi, dan menjadikan penguasaan fakta menjadi syarat utama belajar pengalaman matematika lebih lanjut. Kata kunci:  Penguasaan, Strategi, Fakta Dasar  Matematika

Good Reasoning and Evidence-Based Epistemology

2017 ◽  
Author(s):  
J.D. Trout
Keyword(s):  
Cognitive Resources ◽  
Evidence Based ◽  
Reasoning Strategies ◽  
Good Reasoning ◽  
Naturalistic Theory ◽  
Normative Standards ◽  
Contemporary Epistemology

In early epistemology, philosophers set standards on how to reason and on what counts as knowledge. These normative standards still form a core of work in contemporary epistemology, but much objectively excellent reasoning still doesn’t meet these epistemological standards, and sometimes these standards lead reasoning astray. Improving decisions about health and happiness may require developing even better reasoning strategies than are now available through contemporary epistemology. One naturalistic theory of good reasoning—Strategic Reliabilism—holds that excellent reasoning efficiently allocates cognitive resources to robustly reliable reasoning strategies, all applied to significant problems. This contrasts with the traditional normative theories in epistemology that drew their inspiration from intuitions.

scholarly journals The role of visuospatial thinking in students’ predictions of molecular geometry

2021 ◽  
Author(s):  
Nicola A. Kiernan ◽  
Andrew Manches ◽  
Michael K. Seery
Keyword(s):  
High School Students ◽  
Cognitive Processing ◽  
Three Dimensional ◽  
Molecular Geometry ◽  
School Level ◽  
School Students ◽  
Reasoning Strategies ◽  
Analytical Reasoning ◽  
Diagrammatic Representations ◽  
Method Of Instruction

Visuospatial thinking is considered crucial for understanding of three-dimensional spatial concepts in STEM disciplines. Despite their importance, little is known about the underlying cognitive processing required to spatially reason and the varied strategies students may employ to solve visuospatial problems. This study seeks to identify and describe how and when students use imagistic or analytical reasoning when making pen-on-paper predictions about molecular geometry and if particular reasoning strategies are linked to greater accuracy of responses. Student reasoning was evidenced through pen-on-paper responses generated by high attaining, high school students (N = 10) studying Valence Shell Electron Pair Repulsion (VSEPR) Theory in their final year of chemistry. Through analysis and coding of students’ open-ended paper-based responses to an introductory task, results revealed that students employed multiple reasoning strategies, including analytical heuristics and the spontaneous construction of external diagrammatic representations to predict molecular geometry. Importantly, it was observed that despite being instructed on the use of VSEPR theory to find analytical solutions, some students exhibited preference for alternative reasoning strategies drawing on prior knowledge and imagistic reasoning; showing greater accuracy with 3D diagrammatic representations than students who used the algorithmic method of instruction. This has implications for both research and practice as use of specific reasoning strategies are not readily promoted as a pedagogical approach nor are they given credit for in national examinations at school level.

Automatization and Basic Fact Performance of Normal and Learning Disabled Children

1983 ◽  
Vol 6 (2) ◽  
pp. 223-230 ◽  
Author(s):  
Katherine Garnett ◽  
Jeannette E. Fleischner
Keyword(s):  
Learning Disabled ◽  
Academic Skills ◽  
Older Age ◽  
Basic Fact ◽  
Disabled Children ◽  
Rapid Automatic Naming ◽  
The Relationship ◽  
Naming Test

The relationship between automatization ability, as measured by the Rapid Automatic Naming Test (RAN), and proficiency in arithmetic basic fact computation was investigated. Subjects included 120 learning disabled and 120 nondisabled children between 8 and 13 years of age; 60 subjects in each group were designated as either younger or older. Significant correlations were obtained between RAN performance and basic fact proficiency for both the learning disabled and nondisabled groups. In addition, learning disabled subjects were found to be less proficient in basic fact computation and slower on RAN than their nondisabled peers at both younger and older age levels. Correlations were substantial enough to further inquire whether LD youngsters' lack of proficient basic fact skills may be due, in part at least, to weak automatization. The construct of automatization, or automaticity, has applicability to academic skills beyond those previously investigated.

C. Abnormal rituals in stress situations the rigidification of behaviour

1966 ◽  
Vol 251 (772) ◽  
pp. 327-330 ◽  
Keyword(s):  
Las Vegas ◽  
Basic Fact ◽  
Nest Material ◽  
Laboratory Studies ◽  
Action Pattern ◽  
The Past ◽  
Animal Psychology ◽  
The Relationship ◽  
Skinner Box ◽  
Reaction Chain

Behaviour sequences commonly consist of highly variable appetitive phases leading to rather fixed consummatory acts. Action-pattern rigidity is typical of the terminal moments of a reaction chain. This basic fact is all too often obscured by the artificial conditions of behaviour studies. Observations on laboratory or captive animals tend to conceal the degree of variability of the earlier phases of each sequence. The simplicity and sterility of the unnatural environment offered to the animal causes differential damage to its motoric performance, attacking the early stages more and the later stages less. A caged animal will feed, drink, nest and copulate, but it cannot set off on lengthy quests for food, water, nest material or a mate. Notorious laboratory devices such as the Skinner-box have served to eliminate totally any possibility for motoric variability. The emphasis in laboratory studies of this kind has been steadfastly concentrated on the variability in the relationship between simple stimuli and an artificially rigidified response. Although the study of this (SR) relationship is an important aspect of animal psychology, it is extremely misleading to overstress its importance as has been done so often in the past. To equate it with the whole topic of animal behaviour is like claiming that the gaming rooms of Las Vegas reflect the whole of human endeavour.

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