98 results on '"SIXTH grade (Education)"'
Search Results
2. iLearn? Investigating dialogical interaction with tablets in mathematics lessons.
- Author
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Hardman, Joanne and Lilley, Warren
- Subjects
MATHEMATICS education ,MOBILE learning ,ACADEMIC motivation ,DIALOGIC teaching ,SIXTH grade (Education) ,ELEMENTARY education - Abstract
There is a significant body of research that indicates that the use of tablets to learn mathematics in elementary school motivates students to learn. Low mathematical attainment in international benchmarking tests of mathematics in South Africa led the authors to investigate the potential that the mobility of the tablet provided for children to learn how to reason using what Mercer called 'exploratory' talk, a form of dialogical interaction indicative of reasoning. In this article the authors investigate two grade 6 classrooms in two schools where students are learning mathematics using tablets. In this multiple case study, the authors videotaped children during mathematics lessons where they used tablets to solve mathematical problems, and the data were transcribed. Findings indicate that the tablets across both contexts facilitate what Mercer calls exploratory talk, which is indicative of reasoning and, therefore, learning. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
3. PEER TUTORING ON ENHANCEMENT OF MATHEMATICS PERFORMANCE OF SELECTED GRADE 6 STUDENTS AT GREGORIO HERRADURA ELEMENTARY SCHOOL, VICTORIA, LAGUNA, PHILIPPINES.
- Author
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Candelaria, Philip Cyrill
- Subjects
SIXTH grade (Education) ,ELEMENTARY schools ,MATHEMATICS education ,PEER teaching - Abstract
Peer tutoring is a learning method that entails student partnerships that pair good students with lower achievers or pupils with comparable achievement for systematic reading and math study times. The main purpose of this study is to determine the problems of selected grade 6 students in mathematics that would help the students enhance their academic performance in the subject. The data gathering will be done by selecting grade 6 students, both female and male, with separate results from the conducted pretest and posttest questionnaires. Other students who do not fall into the category are not included in the collection of information. The only purpose of this study is to achieve its goal, and it won't investigate anything else. After using dependent T test at the scores of the students after pretest and posttest, we got a computed value (T Value) of -5.6803. With a critical value of -2.0195, we can reject the null hypothesis and conclude that peer tutoring can bring a significant difference to the combined result of critical thinking and problemsolving test. The finding suggests that school heads and classroom teachers may use "peer tutoring" as a learning method for helping the learners improve their performance in mathematics. The school and the classroom teachers may use peer tutoring as a learning method that entails student partnerships that pair good students with lower achievers or pupils with comparable achievement for systematic reading and math study times. [ABSTRACT FROM AUTHOR]
- Published
- 2023
4. The effect of play-based learning methods on math learning of sixth-grade elementary students.
- Author
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Barekat, Nima Asemani
- Subjects
MATHEMATICS education ,SIXTH grade (Education) ,ELEMENTARY schools ,SUPERMARKETS ,DATA analysis - Abstract
In the 21st Century, it has become more difficult for teachers to attract students to the curriculum due to many factors that entertain students. Hence, teachers need to think about teaching methods that indirectly motivate students to learn. Moreover, this need is more felt in mathematics because it requires the constant creation of new cognitive structures. Therefore, one of the effective teaching methods for this demand is teaching with the help of various games. For this purpose, the present study investigated the effect of playbased learning methods on math learning in sixth-grade students. This research is quantitative. The results of this study were collected from experiments on control and experimental groups. The statistical population, at first, all male students in the sixth grade of primary school in the city of Karaj were considered for the academic year 2021-2022. Then, by cluster sampling, it was reduced to one school and finally, randomly, to two classes of 30 people. The control group was trained by the usual method of the teacher's explaining and then solving the book's exercises. The training of the experimental group was done by the simulation game of bank and supermarket space. In this method, students calculated discount percentages during their play and learned lesson points. In the end, the same tests were taken from both control and experimental groups and the average scores of students in both groups were obtained. The mean for the control group was equal to 10.06 and for the experimental group, equal to 15.23. The results of research data showed that the gamebased teaching method has a positive effect on students' math learning compared to teaching by teacher's lecture. [ABSTRACT FROM AUTHOR]
- Published
- 2022
5. BRIDGING FREQUENTIST AND CLASSICAL PROBABILITY THROUGH DESIGN.
- Author
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Provost, Amanda, Su San Lim, York, Toni, and Panorkou, Nicole
- Subjects
PROBABILITY theory ,MATHEMATICS education ,MATHEMATICS students ,SIXTH grade (Education) ,EXPERIMENTAL design - Abstract
The frequentist and classical models of probability provide students with different lenses through which they can view probability. Prior research showed that students may bridge these two lenses through instructional designs that begin with a clear connection between the two, such as coin tossing. Considering that this connection is not always clear in our life experiences, we aimed to examine how an instructional design that begins with a scientific scenario that does not naturally connect to theoretical probability, such as the weather, may support students' bridging of these two models. In this paper, we present data from a design experiment in a sixth-grade classroom to discuss how students' shifts of reasoning as they engaged with such a design supported their construction of bridges between the two probability models. [ABSTRACT FROM AUTHOR]
- Published
- 2022
6. CONCEPTUAL REORGANIZATION, FROM COUNT-UP-TO TO BREAK-APART-MAKE-TEN: A CASE OF A 6TH GRADER STRUGGLING IN MATHEMATICS.
- Author
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Tzur, Ron, DeBay, Dennis, Harrington, Cody, and Davis, Alan
- Subjects
MATHEMATICS education ,SIXTH grade (Education) ,CONSTRUCTIVISM (Education) ,DECOMPOSITION method ,NUMBER concept - Abstract
Through a constructivist teaching experiment, we studied how a 6
th -grade student (Adam, pseudonym) struggling in mathematics may reorganize his available additive scheme (count-upto) into a more advanced scheme involving the decomposition of composite units (break-apart-make-ten, or BAMT). First, we posed a task that led us to infer Adam was yet to construct the BAMT scheme at the anticipatory stage (solving a task without prompting). We thus turned to promote reorganization of his anticipatory, count-up-to scheme used to solve missing-addend tasks. Through reflection on the relationships between his goal, count-up-to actions, and effect of those actions, Adam independently brought forth what he called "easy number-pairs" (i.e., 10+X = X-teen). This seemed to afford his reorganization of count-up-to into the BAMT scheme. We discuss implications of this reorganization for theory building and practice. [ABSTRACT FROM AUTHOR]- Published
- 2022
7. An Investigation of Sixth Grade Students' Skills of Solving and Posing Problems Which Require Using the Knowledge of Order of Operations.
- Author
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Bağdat, Ayşe and Çimen, Emre Ev
- Subjects
SIXTH grade (Education) ,PROBLEM solving ,MATHEMATICS education ,QUALITATIVE research ,TURKISH language - Abstract
The aim of this research is to examine sixth grade students' skills of solving and posing problems which require using the knowledge of the order of operations to solve. The case study design, one of the qualitative research methods, was adopted in the research. The study group consisted of 44 sixth grade students attending a public secondary school in Eskisehir. Within the scope of the application, the forms including the questions to measure their problem solving and posing skills were directed to the study group. The data were analyzed by thematic analysis method. According to the results obtained, it was found that while most of the students were successful in solving problems which require the knowledge of the order of operations, they were not successful in posing such type of problems. In addition, it was found that students made mistakes in Turkish language grammar and expressions and in using the mathematical language. Students made mathematical terminology mistakes generally in subtraction and division operations. As a result, it is recommended to increase the problem posing and order of operations activities in mathematics lessons. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
8. The developmental influence of collaborative games in the Grade 6 mathematics classroom.
- Author
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van Putten, Sonja, Blom, Nicolaas, and van Coller, Angelique
- Subjects
- *
SIXTH grade (Education) , *MATHEMATICS education , *EDUCATIONAL games , *EXPERIMENTAL design , *EDUCATIONAL cooperation , *OBSERVATION (Educational method) - Abstract
This study investigated the developmental influence of collaborative games, in the form of game-based worksheets, on the performance and attitudes of sixth-graders in the mathematics classroom. It is posited that games have the potential to enhance learning through positive emotional experiences. Non-digital game-based learning methodologies are accessible in terms of cost effectiveness, providing opportunities for social interactions while learning, and demanding few prerequisite skills. This study investigated the opportunities for learning that non-digital, textbook-based game worksheets could afford mathematics learners. In this case study, a quasi-experimental design was implemented and pre- and post-tests were conducted around an intervention. From a statistical analysis of the test data, using the Mann–Whitney U-test, it was concluded that the intervention on the topics of multiplication and division had a positive impact on the experimental group of this sample. The experimental group was observed while participating in the games and the observation schedule was member-checked. The Game Object Model provided the conceptual framework. The results indicated that learners benefited from the incorporation of the combination of collaboration and games and that their achievement improved. The findings also suggest that the collaborative games positively influenced learners' confidence, skills and understanding in mathematics. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
9. The effect of an irrelevant number and language consistency in a word problem on pupils' achievement and reasoning.
- Author
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Vondrová, Naďa
- Subjects
- *
MATHEMATICS education , *WORD problems (Mathematics) , *SIXTH grade (Education) , *REASONING , *ACADEMIC achievement - Abstract
The adverse influence of the presence of an irrelevant number and language inconsistency in a word problem is well known. Our study focused on the combination of these two variables and on the position of the irrelevant number in the word problem for Grade 6 pupils. The study has a mixed design. Item Response Theory was used to make equally able groups and to find two-parameter models for the assigned word problem. An independent two-sample t-test was used to determine differences in the difficulty of word problems. Further insight was gained by analyzing pupils' written solutions and complementary task-based interviews. We confirmed the influence of the variables in question on the word problem difficulty and showed that their combined influence manifests itself in further achievement drop and in the change of strategies and errors. We documented multiple ways in which an irrelevant number influences pupils' reasoning. We showed that pupils' insufficient familiarity with decimals may prevail over their apparent ability to mathematize a relational term with natural numbers. This shows the importance of adjusting the word problem difficulty to pupils' knowledge and experience as the effect of a variable does not have to show itself under some circumstances. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
10. Examination of the Estimation Skills of 6th Grade Students and the Process of Comparison of their Estimations with Real Measurement Values.
- Author
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AYDOĞDU, İmren and ÇİMEN, Emre EV
- Subjects
SIXTH grade (Education) ,STUDY & teaching of measurement ,ACADEMIC achievement ,MATHEMATICS education ,EDUCATIONAL change - Abstract
The aim of this research was to examine the measurement-based estimation skill levels of middle school 6th grade students and the processes of comparing their estimations with measurements. In this research, the case study design, one of the qualitative research methods, was used. Six students one female and one male student, at low, medium and high mathematics achievement levels from a public middle school in the central districts of Ankara formed the study group. Activities were prepared, which included questions in different categories, both for estimating the length, area and liquid volume of the measurement, and for the proximity of objects to the student. In order to determine the study group, activities were applied to 35 students, and their measurement-based estimation skill levels were examined. While determining the levels, a method called "Evaluation of estimates by percentage of measurements" was used. Before conducting clinical interviews with the study group, the activities were applied to the students, the students were first allowed to make predictions, they were expected to compare their estimations with the possible real measurement without measuring, and then, in some questions, the students were asked to make measurements using tools and compare their estimations with the measurements. As a result, it was observed that the students' estimation skills based on measurement were at a low level. When they were asked to evaluate their estimations without measuring, it was concluded that the students were not successful and they had problems both in the use of measurement tools and in the measurement process while measuring. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
11. Do educational games enhance mathematics performance in sixth-grade elementary school students?
- Author
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Montero-Herrera, Bryan, Aburto-Corona, Jorge, and Moncada-Jiménez, José
- Subjects
EDUCATIONAL games ,MATHEMATICS education ,SIXTH grade (Education) ,ACADEMIC achievement ,ACADEMIC motivation - Abstract
This study aimed to determine whether educational games improve mathematics performance in elementary school students. Volunteers were 47 Costa Rican students from a public school, who were assigned to an experimental (EXP: educational games) or a control (CTRL: traditional class) group. Twenty games were created and nine experienced teachers provided expert judge validity assessed by Kendall's concordance coefficient (W). The EXP group completed 20 sessions (8 weeks) of 10-min games and following every game, students provided feedback. Before and after the treatment, students completed an official sixth-grade mathematics test. Two-way mixed ANOVA (assessments: pre-test, post-test by groups: EXP, CTRL) showed a significant main assessment effect. The W for teachers' feedback allowed to use the games indoors, and student's opinion following the games was considered 'very good'. In conclusion, 20 educational games failed to improve mathematics academic performance in sixth-grade students; however, students enjoyed the games and there was a trend to improve performance compared to a CTRL group. [ABSTRACT FROM AUTHOR]
- Published
- 2021
12. Explaining procedures and interleaving practice in fraction arithmetic.
- Author
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Braithwaite, David W. and Hall, Garret J.
- Subjects
- *
EXPLICIT instruction , *SIXTH grade (Education) , *NINTH grade (Education) , *MATHEMATICS education , *STUDY & teaching of fractions - Abstract
Explicit instruction is a pedagogical approach in which students are taught step-by-step procedures for solving problems and practice using the procedures. Despite considerable evidence supporting the use of this general approach, relatively little is known about how varying specific design features impact its effectiveness. This preregistered study investigated the impact of two design features, explaining rationales for procedures and practicing in interleaved sequence, on the efficacy of explicit instruction in fraction arithmetic. Participants were 156 sixth to ninth grade children. Children received a brief intervention involving explicit instruction in fraction arithmetic procedures. They were randomly assigned to receive or not receive explanations of rationales for the procedures, and to practice different procedures in either interleaved or blocked sequence. Relative to pretest, accuracy improved on immediate and delayed posttests (Cohen's d = 0.88 and 0.55 respectively). The magnitude of this improvement was not affected by either experimentally-manipulated factor or by both of them together. The results support the use of explicit instruction in fraction arithmetic, but provide no evidence that explaining rationales for procedures, or interleaving practice thereof, increases the effects of such instruction on procedural knowledge. • Children received a fraction arithmetic intervention using explicit instruction. • The intervention improved fraction arithmetic calculation accuracy. • Explaining rationales for procedures did not improve the intervention's effectiveness. • Interleaved practice also did not improve the intervention's effectiveness. • Findings support the use of explicit instruction in fraction arithmetic procedures. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
13. Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students.
- Author
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Trias Seferian, Daniel, Mels Auman, Cindy, and Huertas Martínez, Juan Antonio
- Subjects
- *
MATHEMATICS education , *SELF regulation , *SCHOOL children , *ELEMENTARY schools , *SIXTH grade (Education) , *METACOGNITION , *ACADEMIC motivation , *EMOTIONAL intelligence - Abstract
Teaching students to self-regulate enhances their mathematics performance, yet few studies have investigated the long-term differential impact of particular self-regulation strategies specifically for lowachieving students. This quasi-experimental study evaluates the effect of teaching different selfregulation strategies on mathematical problem solving in low-achieving students. The participants were 69 sixth-grade elementary school students randomly assigned to one of three experimental groups (and taught predominantly cognitive, metacognitive or volitional strategies, while verifying intervention fidelity) or a control group for 16 sessions. Mathematical problem-solving skills were evaluated prior to the intervention, upon completion, and two months later. While all three intervention groups obtained significantly better results compared to the control group immediately after the intervention, volitional and metacognitive strategies showed the strongest and most lasting positive effects. We conclude that low-achieving students could benefit from learning self-regulation strategies, particularly when these strategies take into account the affective and motivational dynamics of learning. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
14. THE EFFECT OF REALISTIC MATHEMATICS EDUCATION ON SIXTH GRADE STUDENTS' STATISTICAL THINKING.
- Author
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ALTAYLAR, Bedriye and KAZAK, Sibel
- Subjects
SIXTH grade (Education) ,MATHEMATICS education ,MATHEMATICS textbooks ,MATHEMATICS ,DIRECT instruction ,OPEN-ended questions ,WORD problems (Mathematics) - Abstract
Purpose of the study is to investigate the effectiveness of the use of Realistic Mathematics Education (RME) approach on sixth grade students' statistical thinking levels. Mooney's (2002) statistical thinking framework describing four thinking levels across four different statistical thinking processes was used. This study utilized a quasi-experimental pretest-posttest design. In the experimental group, the data handling unit was taught using RME approach whereas in the control group lessons were taught traditionally using a mathematics textbook and direct instruction. A statistical thinking test composed of seven open-ended questions was prepared and applied to both groups as pretest and posttest. The change of students' statistical thinking levels in pretest and posttest were analyzed and compared in both groups as well as between groups. The data analysis showed that the overall growth at Level 4 across statistical thinking processes was higher for the students who were taught using the RME approach than for those taught traditionally. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
15. One curriculum and two textbooks: opportunity to learn in terms of mathematical problem solving.
- Author
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Bingolbali, Ferhan and Bingolbali, Erhan
- Subjects
MATHEMATICS education ,TEXTBOOKS ,CURRICULUM ,SIXTH grade (Education) ,PROBLEM solving - Abstract
This paper explores how problem solving is approached in two 6th grade mathematics textbooks and national elementary mathematics curriculum in Turkey. The curriculum and textbooks' problem solving approaches are analysed and compared in the light of three approaches of 'teaching for, about and through problem solving'. Four learning objectives from different content areas (e.g. algebra, data processing) from the curriculum are determined and their treatments in the textbooks are specifically analysed. The analysis showed that the curriculum did not have a prescriptive stance on any one of problem solving approaches. Similarly, the textbooks also did not follow any approach faithfully. 'Teaching for problem solving' approach was not employed while 'teaching through problem solving' approach was used for only one learning objective in the textbooks. 'Teaching about problem solving' approach was encountered in terms of only one problem solving heuristic (table drawing). We discuss the implications of these findings and note some further research areas. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
16. A Re-emergent Analysis of Early Algebraic Learning.
- Author
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Boyce, Steven and Moss, Diana
- Subjects
- *
ALGEBRAIC logic , *MATHEMATICS education , *CLASSROOM environment , *CONSTRUCTIVISM (Education) , *SIXTH grade (Education) - Abstract
In this paper, we discuss a novel approach for collaborative retrospective analysis. One researcher was directly involved in a classroom teaching experiment, adopting an emergent perspective as an interpreter-witness of classroom interactions during a four-week algebra instructional unit with sixth-grade students. The other researcher experienced and analyzed the data in reverse chronological order. We describe how this re-emergent perspective revealed aspects of students' early algebraic reasoning. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
17. CHANGES IN STUDENT PERSPECTIVES: WHAT IT MEANS TO BE "GOOD AT MATH".
- Author
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Ruef, Jennifer L.
- Subjects
SIXTH grade (Education) ,MIDDLE school students ,MATHEMATICS education ,MATHEMATICS students ,PSYCHOLOGY of students - Abstract
This paper describes how a cohort of sixth-grade mathematics students shifted their collective understanding of being "good at math" from passive recipiency to active agency. [ABSTRACT FROM AUTHOR]
- Published
- 2017
18. From Theories to Game Mechanics: Developing a Game for Training Rational Numbers.
- Author
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Kiili, Kristian
- Subjects
RATIONAL numbers ,VIDEO games in education ,ANALYTICAL mechanics ,MATHEMATICS education ,FOURTH grade (Education) ,SIXTH grade (Education) - Abstract
The paper reports the results from an ongoing project that aims to develop an engaging and effective digital game for training conceptual rational number knowledge. The overall research approach is design science. In the paper we report the results of an iteration in which we studied how students used a Semideus School game prototype and how they experienced the core mechanics of the game. 20 fourth graders and 32 sixth graders played Semideus School game for approximately 2.5 hours. Students were allowed to freely play the game with their iPads. Playing experience was studied with a digital questionnaire that included items about flow experience (Flow Short Scale), perceived playability, and acceptance of game-based math training. Additionally, a researcher observed the playing sessions and discussed with the students about the implementation of the game. Students experienced reasonable high flow experience while playing the game. The results revealed that 4th graders would be more willing to study rational numbers with a game and they also appreciated the playability of the game more than sixth graders. Moreover, sixth graders demanded more complex game mechanics, but 4th graders were happy with the core mechanics. We redesigned the game mechanics based on the findings. The paper describes the new mechanics and the theoretical basis of the new design. [ABSTRACT FROM AUTHOR]
- Published
- 2017
19. Dutch sixth graders’ use of shortcut strategies in solving multidigit arithmetic problems.
- Author
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Hickendorff, Marian
- Subjects
- *
SIXTH grade (Education) , *MATHEMATICS education , *ARITHMETIC problems & exercises - Abstract
Strategy flexibility, adaptivity, and the use of clever shortcut strategies are of major importance in current primary school mathematics education worldwide. However, empirical results show that primary school students use such shortcut strategies rather infrequently. The aims of the present study were to analyze the extent to which Dutch sixth graders (12-year-olds) use shortcut strategies in solving multidigit addition, subtraction, multiplication, and division problems, to what extent student factors and task instructions affected this frequency of shortcut strategy use, and to what extent the strategies differed in performance. A sample of 648 sixth graders from 23 Dutch primary schools completed a paper-and-pencil task of 12 multidigit arithmetic problems, designed to elicit specific shortcut strategies such as compensation. Based on the students’ written work, strategies were classified into whether a shortcut strategy was used or not. Results showed that the frequency of shortcut strategies ranged between 6 and 21% across problem types, and that boys and high mathematics achievers were more inclined to use shortcut strategies. An explicit instruction to look for a shortcut strategy increased the frequency of these strategies in the addition and multiplication problems, but not in the subtraction and division problems. Finally, the use of shortcut strategies did not yield higher performance than using standard strategies. All in all, spontaneous as well as stimulated use of shortcut strategies by Dutch sixth graders was not very common. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
20. Psychometric Properties of an Instrument to Measure Word Problem Solving Skills in Mathematics.
- Author
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Chunlian Jiang, Do-Hong Kim, and Chuang Wang
- Subjects
MATHEMATICS education ,PROBLEM solving ,SIXTH grade (Education) ,PSYCHOMETRICS ,MATHEMATICS students ,DIFFERENTIAL item functioning (Research bias) ,PSYCHOLOGY - Abstract
The purpose of this study is to examine the psychometric properties of an instrument to measure word problem solving skills in mathematics related to speed with 706 sixth grade Chinese and Singaporean students. Rasch measurement models were applied to examine the reliability, unidimensionality, rating scale functioning, item difficulty, and person difficulty. The differential item functioning (DIF) analysis was also performed to examine the differences in item difficulty estimates between Chinese and Singaporean students. Results suggest that the data satisfied the unidimensionality requirements of the Rasch model and that most of the item difficulty measures aligned the person ability distribution. The instrument demonstrated adequate reliability. The fit statistics were within acceptable limits for the vast majority of items, with a few exceptions. The rating scale structure functioned properly although the middle categories had very few observations. Deleting misfitting cases and collapsing middle categories slightly improved the psychometric properties. DIF analysis revealed that four items were more difficult for Chinese students whereas two other items were more difficult for the Singaporean students. Results also indicated that the Chinese participants scored higher than the Singaporean participants for 11 of the 14 items and the Singaporean students scored higher than their Chinese cohorts in the other 3 items. The validation of this instrument has implications for the teaching and learning of mathematical word problems in practice. [ABSTRACT FROM AUTHOR]
- Published
- 2018
21. Consistency, longitudinal stability, and predictions of elementary school students' task interest, success expectancy, and performance in mathematics.
- Author
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Nuutila, Katariina, Tuominen, Heta, Tapola, Anna, Vainikainen, Mari-Pauliina, and Niemivirta, Markku
- Subjects
- *
ELEMENTARY education , *MATHEMATICS education , *SIXTH grade (Education) , *ACADEMIC motivation , *ACADEMIC achievement - Abstract
This study examined cross-task consistency and longitudinal stability in elementary school students' task interest, success expectancy, and performance from fourth to sixth grade, and their predictive effects on sixth-grade intrinsic value, self-concept, and achievement in mathematics. The results demonstrated consistency in interest, success expectancy, and performance across tasks and stability over time, and these to predict domain-specific motivation and achievement. Virtually no evidence for reciprocal effects was found for task-specific measures, as only previous task performance predicted change in later success expectancy. Cross-lagged effects were observed, however, for predictions of task motivation and performance on domain-specific motivation and achievement, so that success expectancy predicted intrinsic value, interest predicted self-concept, and task performance predicted both self-concept and achievement. Based on the findings, it would seem that students' task-related motivational experiences are associated with their domain-specific beliefs, and that those, in turn, are to some extent manifested in students' task motivation. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
22. Misconceptions of Sixth Grade Secondary School Students on Fractions.
- Author
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Aliustaoğlu, Feyza, Tuna, Abdulkadir, and Biber, Abdullah Çağrı
- Subjects
SIXTH grade (Education) ,SECONDARY school students ,STUDY & teaching of fractions ,MATHEMATICS education ,CONTENT analysis - Abstract
The purpose of this study is to determine the misconceptions of 6th-grade secondary school students in terms of part-whole relation in fractions, representation of fractions on the number line, comparison of fractions and operations in fractions. The sample of this study is composed of 104 students who are being educated in 6th-grade of five secondary schools in 2017-2018 teaching year in a province which takes place in the north part of Turkey. Fractional information test, which consists of 5 open-ended questions developed by researchers, was used as data collection tool. The data of the study were analyzed using the content analysis method and in this method frequency/percentage tables were used. By examining the explanations that the students have made, the incorrect answers are divided into categories, and the misconceptions in each question are presented separately. As a result of the study, it has been seen that students have misconceptions in terms of parts-whole relation in fractions, representation of fractions on the number line, comparison of fractions and operations in fractions. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
23. HEY, IT'S ELEMENTARY: SHARE-WORTHY PARENT ENGAGEMENT MATERIALS FOR MATH... NO FAKE NEWS!
- Author
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COLGAN, LYNDA
- Subjects
PARENT participation in elementary education ,MATHEMATICS education ,ACADEMIC achievement ,SIXTH grade (Education) ,CURRICULUM - Published
- 2018
24. Um estudo sobre a participação de alunos do 6° ano do Ensino Fundamental em uma pesquisa estatística.
- Author
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DE PAULA SANTOS OLIVEIRA, PÂMELA and CARLOS DE SOUZA, ANTONIO
- Subjects
- *
MIDDLE school students , *STATISTICAL research , *QUALITATIVE research , *SIXTH grade (Education) , *SECONDARY education - Abstract
This text presents a qualitative research, which aims to verify the participation in a statistical research of a group of 6th grade students enrolled in a state public school in the city of Guaratinguetá-SP. The data construction work was carried out during three meetings, in which a statistical problem was elaborated, the collection procedures, the data collection, its organization in tables and graphs, and the interpretation of the results. The analyzes indicate that the students already had evidence of notions of proportionality, measures of central tendency, census and sample, which contributed significantly to the development of the study. In addition, the development of the work, as proposed, favored a growing mobilization of statistical concepts by the students. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
25. Using written work to investigate stages in sixth-grade students' construction and coordination of units.
- Author
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Ulrich, Catherine and Wilkins, Jesse
- Subjects
PSYCHOLOGY of middle school students ,MATHEMATICS education ,SIXTH grade (Education) ,STEM education ,TASK performance - Abstract
Background: Students' ability to construct and coordinate units has been found to have far-reaching implications for their ability to develop sophisticated understandings of key middle-grade mathematical topics such as fractions, ratios, proportions, and algebra, topics that form the base of understanding for most STEM-related fields. Most of the related research on unit coordination relies on time-intensive clinical interviews and teaching experiments. In this study, we investigate the work of 93 sixth-grade students on a written assessment containing whole number and fraction contexts using both continuous and discrete quantities, and how this work can be used to assess stages in students' construction and coordination of units. Our investigation is guided by the following general research questions: (1) What forms of written work evidence the construction of and operation on composite units (units made up of other units)? (2) How does the categorization of students based on responses from a written assessment compare to written performance on a set of tasks conveying a continuous whole number multiplicative context? Results: We documented the different ways students represented composite units in their written work. In particular, student written work on tasks that included figurative unit items provided the greatest variety of evidence regarding students' construction of and operation on composite units. However, written evidence from partitioning tasks did not seem as promising for distinguishing student stages. Students' performance on decontextualized bar tasks involving continuous quantities was found to be consistent with students' level of unit coordination based on written work providing evidence for the validity of stage categorizations. Conclusions: Our findings shed light on the affordances and constraints associated with particular stages in unit construction and coordination that a student brings to bear on tasks provided in a formal, written assessment. These findings provide promising evidence for scaling up the assessment of students construction and coordination of units through the use of written assessments instead of time-intensive clinical interviews. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
26. Integrating Multicultural Children's Math Books Into Kindergarten Through Sixth-Grade Classrooms: Preservice Teachers' Reflections.
- Author
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Harding, Jenni, Hbaci, Ilham, Loyd, Stacy, and Hamilton, Boni
- Subjects
MATHEMATICS education ,STUDENT teachers ,MATHEMATICS textbooks ,MULTICULTURAL education ,KINDERGARTEN ,SIXTH grade (Education) - Abstract
This case study of mathematics instruction using children's literature reports on the experiences 47 elementary preservice teachers had in their mathematics methods course while completing a microteaching assignment. As part of the microteaching assignment, preservice teachers were required to plan and teach mathematics lessons based on children's books that included both mathematics concepts and multicultural aspects. The preservice teachers audio-recorded their lessons, transcribed the audio, and wrote reflective essays to articulate their experiences. At the end of the assignment, the professor and two additional researchers interviewed the preservice teachers about their experiences. Themes that emerged were (a) teaching experiences, (b) teaching performance, and (c) learning purposes and tools for integrating multicultural children's math books. The Learning Purposes and Teaching Strategies for Integrating Multicultural Mathematics Picturebooks Framework was developed to demonstrate the intricate balance needed to ensure mathematics learning happens during instruction with multicultural mathematics picturebooks. [ABSTRACT FROM PUBLISHER]
- Published
- 2017
- Full Text
- View/download PDF
27. Educating Grade 6 students for higher-order thinking and its influence on creativity.
- Author
-
Daher, Wajeeh, Tabaja-Kidan, Amal, and Gierdien, Faaiz
- Subjects
SIXTH grade (Education) ,CREATIVE teaching ,MATHEMATICS education ,EDUCATIONAL programs ,ACADEMIC achievement - Abstract
Educating students for higher-order thinking provides them with tools that turn them into more critical thinkers. This supports them in overcoming life problems that they encounter, as well as becoming an integral part of the society. This students' education is attended to by educational organisations that emphasise the positive consequences of educating students for higher-order thinking, including creative thinking. One way to do that is through educational programmes that educate for higher-order thinking. One such programme is the Cognitive Research Trust (CoRT) thinking programme. The present research intended to examine the effect of the participation of Grade 6 students in a CoRT programme on their creative thinking. Fifty-three students participated in the research; 27 participated in a CoRT programme, while 26 did not participate in such programme. The ANCOVA test showed that the students who participated in the CoRT programme outperformed significantly, in creative thinking, the students who did not. Moreover, the students in the CoRT programme whose achievement scores were between 86 and 100 outperformed significantly the other achievement groups of students. Furthermore, students with reported high ability outperformed significantly the other ability groups of students. The results did not show statistically significant differences in students' creativity attributed to gender. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
28. Evolução de estratégias e mapeamento de possibilidades no jogo mankala colhe três.
- Author
-
ROCHADOS SANTOS, TARCISIO, BALTAR BELLEMAIN, PAULA MOREIRA, and FIGUEIREDO LIMA, PAULO
- Subjects
- *
MANCALA (Game) , *GAMES in mathematics education , *EDUCATIONAL games , *MATHEMATICS education , *DIDACTIC method (Teaching method) , *SIXTH grade (Education) , *GAMES of strategy (Mathematics) - Abstract
Ce travail, développé dans le cadre de la théorie des situations didactiques de Guy Brousseau, porte sur revolution des strategies d'élèves de sixième dans le jeu Mankala Récolte Trois. Pour cela, un répertoire de configurations possibles de jeu a été construit dans Vanalyse a priori. Le dispositif experimental est constitué de deux moments de jeu et d'un entretien avec quatre élèves de sixième. Parmi les resultáis, il a été constaté que le dispositif expérimental a permis de renforcer le caractère adidactique des situations de jeu avec le Mankala Récolte Trois et que les differ entes formes d'interaction ont favorisé l'evolution des strategies des élèves le long des parties jouées. [ABSTRACT FROM AUTHOR]
- Published
- 2016
29. EFFECT OF TEACHING STRATEGY IN SOLVING OF CONTEXTUAL PROBLEMS ON STUDENTS' SUCCESS.
- Author
-
ÖNAL, Ferat and ÖKSÜZ, Cumali
- Subjects
MATHEMATICS education ,SIXTH grade (Education) ,TEACHING methods ,MATHEMATICAL readiness - Abstract
Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2016
30. Co-construction of fractions schemes and units coordinating structures.
- Author
-
Boyce, Steven and Norton, Anderson
- Subjects
- *
MATHEMATICS students , *MATHEMATICS education , *FRACTIONS , *SIXTH grade (Education) , *HYPOTHESIS - Abstract
A growing body of research implicates students’ ability to coordinate multiple levels of numerical units as an important aspect of their mathematical development. In this paper, we consider relationships between the ways students coordinate units with whole numbers (their multiplicative concepts) and the ways students coordinate units with fractions (their fractions schemes). Interviews with 50 sixth-grade students suggest commonality in the number of levels of units-within-units structures that students construct for the two contexts, consistent with Steffe's (2001. The Journal, of Mathematical Behavior , 20 (3), 267) reorganization hypothesis. The results suggest that fractions may be a fertile domain for elementary and middle grades students to continue to develop whole number understandings. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
31. SIXTH-GRADE STUDENTS’ PERCEPTIONS OF MATHEMATICS DISCUSSIONS USING GROUP ROLES AND GROUPWORTHY TASKS.
- Author
-
DeJarnette, Anna F., Pennerman, Elsheika, and Shaver, Nicholas
- Subjects
MATHEMATICS students ,SIXTH grade (Education) ,DISCUSSION in education ,CLASSROOM environment ,MATHEMATICS education ,EDUCATIONAL equalization - Published
- 2021
32. Gender and Racial Differences: Development of Sixth Grade Students' Geometric Spatial Visualization within an Earth/Space Unit.
- Author
-
Jackson, Christa, Wilhelm, Jennifer Anne, Lamar, Mary, and Cole, Merryn
- Subjects
- *
MIDDLE school education , *GEOMETRY education , *MATHEMATICS education , *CURRICULUM research , *RACIAL differences , *SIXTH grade (Education) - Abstract
This study investigated sixth-grade middle-level students' geometric spatial development by gender and race within and between control and experimental groups at two middle schools as they participated in an Earth/ Space unit. The control group utilized a regular Earth/ Space curriculum and the experimental group used a National Aeronautics and Space Administration-based curriculum. The quantitative data sources included the Lunar Phases Concept Inventory, Geometric Spatial Assessment, and the Purdue Spatial Visualization- Rotation Test. The results indicated the experimental males and females, and the students of color and white students in the experimental group showed significant gains in their understanding of geometric spatial visualization from pre- to post-implementation. However, for the control group, the significant gains were limited to the males and the white students. The findings reveal that support is needed for males, females, and all racial groups to have the opportunity to develop their spatial reasoning, which in turn, increases students' scientific understanding. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
33. A warning intervention improves students' ability to overcome intuitive interference.
- Author
-
Babai, Reuven, Shalev, Enav, and Stavy, Ruth
- Subjects
MATHEMATICS education ,SCIENCE education ,REACTION time ,BRAIN imaging ,SIXTH grade (Education) - Abstract
Students' difficulties in mathematics and science may stem from interference of the task's salient irrelevant variables. Here, we focus on a comparison of perimeters task, in which the area is the irrelevant salient variable. In congruent trials (no interference), accuracy is higher and reaction time is shorter than in incongruent trials (area variable interference). A brain-imaging study related to this task indicated that correctly answering the incongruent condition is associated with activation in prefrontal brain regions known for their executive inhibitory control. These findings suggested that intervention aimed at activating inhibitory control mechanisms could improve students' success. In this paper, we explore the effect of an intervention that explicitly warns about the possible interference of the variable area. Eighty-four sixth graders performed the same comparison of perimeters reaction time test, with warning intervention (warning group) or without it (control group). Accuracy in the warning group was significantly higher in incongruent conditions and reaction time was significantly longer in all conditions than in the control group. The results suggest that the explicit warning activates inhibitory control mechanisms and thus helps students overcome the interference. The findings point to the possibility of improving students' problem-solving abilities through simple and focused interventions that explicitly warn them about the trap in the task. Such research-based simple interventions appear to require only teachers' knowledge and awareness and could complement the traditional educational technique of supporting relevant content knowledge. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
34. Students’ Language Repertoires for Prediction.
- Author
-
Wagner, David, Dicks, Joseph, and Kristmanson, Paula
- Subjects
- *
LOGICAL prediction , *CROSS-sectional method , *SIXTH grade (Education) , *UNCERTAINTY , *EDUCATORS , *LANGUAGE & languages - Abstract
Communication about prediction is complex in a number of ways. First, language is by nature recursive — language is an indicator of meaning as well as a force that shapes meaning. Second, the same language used to communicate prediction in uncertain environments is used for other purposes. In this article, we describe how the recursive nature of language impacted the choices we made in a cross-sectional longitudinal study aimed at gaining insight into children’s language repertoires relating to conjecture. We then explore some Grade 6 students’ communication about prediction to develop insight into their meaning and meaning-making with prediction language. From this we raise questions about interpreting data from such contexts. Finally, we discuss implications for educators. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
35. HONG KONG GRADE 6 STUDENTS' PERFORMANCE AND MATHEMATICAL REASONING IN DECIMALS TASKS: PROCEDURALLY BASED OR CONCEPTUALLY BASED?
- Author
-
Lai, Mun and Murray, Sara
- Subjects
MATHEMATICS education ,ACADEMIC achievement ,SIXTH grade (Education) ,ALGORITHMS ,DIVISION - Abstract
Most studies of students' understanding of decimals have been conducted within Western cultural settings. The broad aim of the present research was to gain insight into Chinese Hong Kong grade 6 students' general performance on a variety of decimals tasks. More specifically, the study aimed to explore students' mathematical reasoning for their use of 'rules' and algorithms and to determine whether connections exist between students' conceptual and procedural knowledge when completing decimals tasks. Results indicated that conceptual understanding for rules and procedures were built into the students' knowledge system for most of the items concerned with place value in decimals-ordering decimals, translating fractions into decimals, the representation of place value in decimals, the concept of place value in decimals on number line and the concept of continuous quantity in decimals. However, the students were not able to provide such clear explanations for the use of algorithms for the multiplication and division items. The findings are discussed in the light of Chinese perspectives on procedural and conceptual understanding. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
36. LOW- AND HIGH-ACHIEVING SIXTH-GRADE STUDENTS' ACCESS TO PARTICIPATION DURING MATHEMATICS DISCOURSE.
- Author
-
Lack, Brian, Swars, Susan Lee, and Meyers, Barbara
- Subjects
- *
SIXTH grade (Education) , *SCHOOL children , *STUDENT participation , *MATHEMATICS education , *MATHEMATICAL ability testing , *ACADEMIC achievement - Abstract
Adescriptive, holistic, multiple-case methodology was applied to examine the nature of participation in discourse of two low- and two high-achieving grade 6 students while solving mathematical tasks in a standards-based classroom. Data collected via classroom observations and student interviews were analyzed through a multiple-cycle coding process that yielded the within-case themes of use of space, meaning-making, and peer and teacher interactions. This student-focused inquiry addressed a methodological gap in the extant empirical literature by employing videorecording as a means of eliciting student awareness and reflection, which notably revealed differences in participation between the two low-achieving students. When considering implications, the results illuminate needed additional classroom norms, issues related to relative differences in students' abilities in heterogeneous groups, benefits of using video-recording as a means of promoting student reflection, and the important role of the teacher in maintaining equitable participation. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
37. Reinforcing Math Knowledge by Immersing Students in a Simulated Learning-By-Teaching Experience.
- Author
-
Lenat, Douglas and Durlach, Paula
- Subjects
INTELLIGENT agents ,INTELLIGENT tutoring systems ,LEARNING by teaching ,SIXTH grade (Education) ,MATHEMATICS education ,NATURAL language processing - Abstract
We often understand something only after we've had to teach or explain it to someone else. Learning-by-teaching (LBT) systems exploit this phenomenon by playing the role of tutee. BELLA, our sixth-grade mathematics LBT systems, departs from other LTB systems in several ways: (1) It was built not from scratch but by very slightly extending the ontology and knowledge base of an existing large AI system, Cyc. (2) The 'teachable agent'-Elle-begins not with a tabula rasa but rather with an understanding of the domain content which is close to the human student's. (3) Most importantly, Elle never actually learns anything directly from the human tutor! Instead, there is a super-agent (Cyc) which already knows the domain content extremely well. BELLA builds up a mental model of the human student by observing them interact with Elle. It uses that Socratically to decide what Elle's current mental model should be (what concepts and skills Elle should already know, and what sorts of mistakes it should make) so as to best help the user to overcome their current confusions. All changes to the Elle model are made by BELLA, not by the user-the only learning going on is BELLA learning more about the user-but from the user's point of view it often appears as though Elle were attending to them and learning from them. Our main hypothesis is that this may prove to be a particularly powerful and effective illusion to maintain. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
38. The impact of incorrect examples on learning fractions: A field experiment with 6th grade students.
- Author
-
Heemsoth, Tim and Heinze, Aiso
- Subjects
STUDY & teaching of fractions ,ERRORS ,MATHEMATICS education (Secondary) ,SECONDARY schools ,SIXTH grade (Education) - Abstract
Educational research indicates that error reflection, especially reflection on incorrect examples, has a positive effect on knowledge acquisition. The benefit of error reflections might be explained by the extended knowledge of incorrect strategies and concepts (negative knowledge) which fosters the learning of new content. In a field experiment with a pre-post-design we taught fractions to N = 195 6th grade students and compared two conditions that encouraged reflection on either incorrect or correct examples. We found that incorrect examples supported students' negative knowledge more than correct examples. However, regarding the knowledge of fractions, only advanced students could benefit from incorrect examples; students with low prior knowledge learned more from correct examples. Even though negative knowledge showed a partial mediation effect for knowledge acquisition, it did not mediate the effect of error reflections on the acquisition of knowledge of fractions. The implications for school instruction are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
39. İLKÖĞRETİM ÖĞRENCİLERİNİN MATEMATİK DERSİ DİNLEME TEMELLİ TEST PERFORMANSLARI İLE OKUMA TEMELLİ TEST PERFORMANSLARININ KARŞILAŞTIRILMASI.
- Author
-
HATISARU, Vesife
- Subjects
SCHOOL children ,MATHEMATICS education ,ELEMENTARY education research ,LISTENING ,SIXTH grade (Education) - Abstract
Copyright of Dicle University Journal of Ziya Gokalp Education Faculty / Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi is the property of Dicle University Journal of Ziya Gokalp Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2013
40. Web Temelli Bir Eğitim Yazılımının Kullanılabilirliği: “TTNet Vitamin İlköğretim 6.Sınıf Matematik Örneği”.
- Author
-
YILMAZ, Gamze and TÜFEKCİ, Aslıhan
- Subjects
WEB-based instruction software ,MATHEMATICS education (Middle school) ,SIXTH grade (Education) ,STUDENTS' conduct of life ,EDUCATIONAL psychology ,MATHEMATICS education - Abstract
Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2013
41. Đlköğretim Altıncı Sınıf Matematik Dersinde Uygulanan Etkinliklerin ve Ölçme-Değerlendirme Sürecinin İncelenmesi: Bir Durum Çalışması.
- Author
-
KARAKUŞ, Mehmet and YEŞİLPINAR, Melis
- Subjects
SIXTH grade (Education) ,MATHEMATICS education ,MATHEMATICS teachers ,QUALITATIVE research ,OBSERVATION (Educational method) ,LEARNING - Abstract
Copyright of Pegem Journal of Education & Instruction / Pegem Egitim ve Ögretim is the property of Pegem Journal of Education & Instruction / Pegem Egitim ve Ogretim and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2013
42. Analyzing teaching quality in Botswana and South Africa.
- Author
-
Sapire, Ingrid and Sorto, M.
- Subjects
EFFECTIVE teaching ,MATHEMATICS education ,SIXTH grade (Education) ,STUDENTS ,CURRICULUM - Abstract
This study focuses on quantifying the quality of mathematics teaching in 183 randomly selected sixth grade classrooms: 100 from the North West province of South Africa and 83 from South East Botswana. The teaching quality is measured by coding videotaped lessons for three different components: mathematical proficiency, level of cognitive demand, and observed teacher knowledge. Results suggest that the overall teaching quality is about the same in both regions. Some variation was observed at the level of each component. For example, in the South Africa sample the students engage more in tasks that just involve 'memorization' and less in tasks that involve 'procedures without connections' in comparison with the Botswana students. Teachers in Botswana implement the official curriculum more faithfully than do those in North West. In both countries most of the learners engaged only in low-level tasks (very little activity involved 'procedures with connections') and teachers demonstrated a lack of knowledge about how to integrate mathematical content with effective pedagogical techniques. [ABSTRACT FROM AUTHOR]
- Published
- 2012
- Full Text
- View/download PDF
43. Supporting students' strategic competence: a case of a sixth-grade mathematics classroom.
- Author
-
Özdemir, İ. and Pape, Stephen
- Subjects
MATHEMATICS education ,PERFORMANCE ,CASE studies ,SIXTH grade (Education) ,SELF regulation ,LEARNER autonomy - Abstract
Mathematics education research has documented several classroom practices that might influence student self-regulation. We know little, however, about the ways these classroom practices could be structured in real classroom settings. In this exploratory case study, we purposefully selected a sixth-grade mathematics teacher who had participated in a professional development program focussed on NCTM standards and SRL in the mathematics classroom for extensive classroom observation. The purpose was to explore how and to what extend she structured classroom practices to support strategic competence in her students. Four features of classroom practices were found as evidence for how strategic competence was potentially supported in this classroom: (a) allowing autonomy and shared responsibility during the early stages of learning, (b) focusing on student understanding, (c) creating contexts for students to learn about strategic learning and to exercise strategic behaviour, and (d) helping students to personalise strategies by recognising their ideas and strategic behaviours. [ABSTRACT FROM AUTHOR]
- Published
- 2012
- Full Text
- View/download PDF
44. El significado cuantitativo que tienen las fracciones para estudiantes mexicanos de 6o. de primaria.
- Author
-
Cortina Morfín, José Luis, Cardoso Moreno, Ericka Renata, and Gaspar, Claudia Zúñiga
- Subjects
- *
MATHEMATICS education (Elementary) , *ELEMENTARY education , *STUDY & teaching of fractions , *SIXTH grade (Education) - Abstract
This study consisted in the application of questionnaires to 297 sixth-grade students from 13 different elementary schools in Mexico. Pupils were asked to identify the quantity represented by common fractions (e.g., 1/2, 1/4, 1/3, 3/4). Findings suggest that many students are finishing elementary school in Mexico with a very limited understanding of fractions. Some seem not to have developed basic quantitative concepts that would allow them to readily and correctly recognize the quantitative meaning of the most common fractions, including "1/2". We explain the implications of such findings for students' future mathematical development. [ABSTRACT FROM AUTHOR]
- Published
- 2012
45. TEACHING AND LEARNING ABOUT MATTER IN GRADE 6 CLASSROOMS: A CONCEPTUAL CHANGE APPROACH.
- Author
-
Pimthong, Pattamaporn, Yutakom, Naruemon, Roadrangka, Vantipa, Sanguanruang, Sudjid, Cowie, Bronwen, and Cooper, Beverley
- Subjects
MATHEMATICS education ,SIXTH grade (Education) ,OBSERVATION (Educational method) ,CLASSROOM environment ,MATHEMATICS teachers - Abstract
The purpose of this study was to enhance the teaching and learning of matter and its properties for grade 6 students. The development of a conceptual change approach instructional unit was undertaken for this purpose. Pre- and post-concept surveys, classroom observations, and student and teacher interviews were used to collect data. The teaching activities not only challenged and encouraged students' conceptual change but also indicated that teachers needed to develop their content knowledge and teaching strategies. The participants developed more scientific conceptions and were able to apply these in appropriate contexts. This study illustrates how a conceptual change approach can be accomplished in the Thai context. [ABSTRACT FROM AUTHOR]
- Published
- 2012
- Full Text
- View/download PDF
46. Promoting Sixth Graders' Number Sense and Learning Attitudes via Technology-based Environment.
- Author
-
Der Ching Yang and Yi Fang Tsai
- Subjects
- *
SIXTH grade (Education) , *ELEMENTARY education , *QUASIANALYTIC functions , *MATHEMATICS education , *CONTROL groups , *EXPERIMENTAL design , *INSTRUCTIONAL systems design , *EDUCATIONAL technology , *LEARNING readiness - Abstract
A quasi-experimental design was adopted to investigate the effect of integrating technology into mathematics teaching on students' number sense and their learning attitudes. Two sixth-grade classes were selected from an elementary school in Taiwan for participation in this study. The control group with 32 students followed their usual mathematics instruction on number sense without using technology. The experimental group with 32 students learned number sense in a technology-based environment. The ANCOVA results showed a statistically significant difference between the control group and the experimental group on number sense performance. The t- test results showed no significant difference before and after the instruction for the control group. However, there was a statistically significant difference before and after the instruction for the experimental group. Furthermore, data also showed a significant difference in the students' learning attitudes between the control group and the experimental group after the teaching. These results indicated that integrating technology into number sense teaching and learning not only promote students' number sense, but also has a positive effect on attitudes towards learning number sense. [ABSTRACT FROM AUTHOR]
- Published
- 2010
47. A task that elicits reasoning: A dual analysis
- Author
-
Yankelewitz, Dina, Mueller, Mary, and Maher, Carolyn A.
- Subjects
- *
MATHEMATICS education , *REASONING , *CUISENAIRE rods , *SIXTH grade (Education) , *URBAN education , *RATING of students - Abstract
Abstract: This paper reports on the forms of reasoning elicited as fourth grade students in a suburban district and sixth grade students in an urban district worked on similar tasks involving reasoning with the use of Cuisenaire rods. Analysis of the two data sets shows similarities in the reasoning used by both groups of students on specific tasks, and the tendency of a particular task to elicit numerous forms of reasoning in both groups of students. Attributes of that task and ways that those attributes can be replicated in other domains may have implications in the teaching of early reasoning. [Copyright &y& Elsevier]
- Published
- 2010
- Full Text
- View/download PDF
48. Thinking aloud together: A teacher’s semiotic mediation of a whole-class conversation about percents.
- Author
-
Shreyar, Sam, Zolkower, Betina, and Pérez, Silvia
- Subjects
- *
TEACHERS , *MATHEMATICS education , *GRADING of students , *EDUCATIONAL psychology , *VOCABULARY , *CYBERNETICS , *SIXTH grade (Education) , *ELEMENTARY education - Abstract
How does classroom interaction support students’ apprenticeship into the ways of speaking, writing, and diagramming that constitute the practice of mathematics? We address this problem through an interpretative analysis of a whole-group conversation about alternative ways of solving a problem involving percent discounts that occurred in a sixth grade classroom. This research study draws upon Dewey’s theory of inquiry, Vygotsky’s cultural–historical psychology, Freudenthal’s realistic mathematics education, and Halliday’s systemic functional linguistics (SFL). From Freudenthal, we borrow the notions of mathematizing and guided reinvention—the former notion offers a view of mathematics as an activity of structuring subject matter and the latter one provides insights into the processes whereby mathematizing is learned and taught in the classroom. We glean from Dewey his view of reflective thinking as inquiry and the role that conversations may serve therein. We rely upon Vygotsky’s notions of a verbal thinking plane and a social phase of learning in order to reconsider the function of whole-class interaction in apprenticing students into mathematizing. Finally, SFL provides us with tools for explaining the choices of grammar and vocabulary students and teachers make as they realize meanings in whole-group conversations. Treating the selected whole-class conversation as a text, we focus our analysis on how this text came to mean what it did. Our central questions are as follows: What meanings were realized in the whole-class conversation by teacher and students and how were these meanings realized? How did the teacher’s lexico-grammatical choices guide the students’ choices? In addressing these questions, we advance an interpretation of the conversation as paradigmatic of students and teacher thinking aloud together about percents. [ABSTRACT FROM AUTHOR]
- Published
- 2010
- Full Text
- View/download PDF
49. İlköğretim 6. Sınıflarda Geometrik Kavramların Öğretiminde Etkinlik Temelli Öğrenimin Öğrenci Başarısına Etkisi.
- Author
-
Arı, Kamil, Çavuş, Hayati, and Sağlık, Nilgün
- Subjects
GEOMETRY education ,SIXTH grade (Education) ,MATHEMATICS education ,STUDENTS ,POLYGONS ,SCHOOLS ,TEACHING ,ACADEMIC achievement - Abstract
Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2010
50. Good mathematics instruction in South Korea.
- Author
-
JeongSuk Pang
- Subjects
MATHEMATICS education ,MATHEMATICS teachers ,SIXTH grade (Education) ,SOCIAL norms ,CURRICULUM - Abstract
There have been only a few studies of Korean mathematics instruction in international contexts. Given this, this paper describes in detail a sixth grade teacher's mathematics instruction in order to investigate closely what may be counted as high-quality teaching and learning in Korea. This paper then discusses several key characteristics of good mathematics instruction along with some background information on Korean educational practice. This paper concludes with remarks that good mathematics instruction may be perceived differently with regard to underlying social and cultural norms. [ABSTRACT FROM AUTHOR]
- Published
- 2009
- Full Text
- View/download PDF
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