Special Needs Student Developing Automaticity With Multiplication Facts Six to Nine

In previous studies, the student used skip counting and her hands to recall [1] all the multiplication facts for the ones to fives and also gained automaticity [2] for the ones to fives facts. In the current study the ninth-grade student was able to memorize the multiplication facts (0 to 10) for the sixes to nines and gained automaticity with 80% accuracy. The overall goal of the current study was to improve the student’s automaticity of multiplication facts (0-10) for the sixes through nines, such as 6 x 7 = 42. The student had been taught multiplication concepts in her elementary years and she has a basic understanding of the meaning of multiplication facts as shown in the previous studies. She understood that 6 x 7 is a representation of six sets of seven or 7 + 7 + 7 + 7 + 7 + 7 = 42. The student had previously used skip counting and flash cards with illustrations of the multiplication facts to memorize the facts. In the current study a multiple baseline design was used to measure the acquisition of fluency of multiplication facts over time. The student was able to develop automaticity with 80% accuracy by giving the solution within 3 seconds for all of the facts (0-10) for the sixes through nines.

The Improvement of Civics Learning Achievement Through Cooperative Learning Model With Group Investigation type

This research was a classroom action research that began with the development of learning tools. The research was conducted in two (2) cycles. Each cycle consisted of four phases: planning, action, observations and reflection. The purpose of this research was the application of alternative learning, which was not monotonous in order to improve students’ Civics learning outcomes. Additionally, it was produced learning tools consisting of a syllabus, lesson plans using cooperative learning with Group Investigation type. The subject of this research was the ninth grade student of SMPN 21 Makassar, with the number of students 27 consisting of 10 men and 17 women. The results showed that in the first cycle, only five students or 29.41% from 17 students who met the minimum completeness criteria (KKM) with the average score obtained for 56.47 or middle category. While on the second cycle,13 students or 76.47% from 17 students met the minimum completeness criteria (KKM) with the average score obtained for 86.67 which was at very high category.

IMRPOVING STUDENTS’ READING COMPREHENSION THROUGH RECIPROCAL TEACHING STRATEGY ON NARRATIVE TEXT

This study is a CAR. The objective of this study is improve reading comprehension through reciprocal teaching strategy for the ninth grade student. The researcher answered 2 problem questions of research 1) can the use of reciprocal teaching strategy improve the students’ reading comprehension in the 9th grade of MTs At-Taqwa Cihampelas? 2) How far does the use of reciprocal teaching strategy improve the 9th of MTs AT-Taqwa? Design of the research was CAR. It was conducted in 2 cycles. The teacher analyzed the students’ reading comprehension in each cycle. The results showed that (1) the use of reciprocal teaching strategy can enhance students reading comprehension step by step from cycle 1 and 2. It is proved with the students score, the mean score pretest in cycle I 52.57 and the mean of the posttest in cycle I 63.14.The mean of the post-test in cycle II 71.71.the last cycle means score was categorized as good. The improvements in students understanding indicates that reciprocal teaching strategy is effective and applicable when deals with the students’ problem in reading narrative text.Keywords: Reciprocal teaching, reading comprehension, narrative text.

The relationship of emic model derived resiliency attributes to ninth grade student total core subject courses passed in an urban high school as viewed through the RDYM

The variables positively supporting urban student matriculation through high school remain unclear as one moves from one context to another. Furthermore, attributes that positively influence urban ninth grade student matriculation through high school are equally unclear. The purpose of this non- experimental archival data based study was to determine the extent to which emic derived resiliency score correlates to the number of core subjects passed of ninth grade students in one urban Kansas high school. The study found that urban ninth grade students resilience and the number of core subjects passed were weakly correlated, urban however ninth grade student ethnicity did have a significant level of variance in the construct of intelligent planning. These findings suggested that resilience is not a factor when looking at factors that contribute to the number of core subjects passed by urban ninth grade students.

Morgan's Theorem

A ninth-grade student was the featured speaker at a special mathematics colloquium at Towson State University's Mathematics Department and the Center for Mathematics and Science Education in May 1994. A colloquium in the mathematics department was nothing unusual, but the age of the speaker distinguished this one. In this article, we describe what made the colloquium so intriguing and the subsequent activities it generated.