This research examined whether 5th-grade students' (
N
= 602) perceptions of the classroom social environment (teacher support, promotion of mutual respect, promotion of task-related interaction, ...student support) were related to their engagement in the classroom (self-regulation and task-related interaction) and whether those relations were mediated by personal motivational beliefs (mastery goals, academic and social efficacy). Teacher support, promotion of interaction, and student support were related to both types of engagement, and those relations were fully or partially mediated by motivational beliefs. Relations with promoting mutual respect were not significant.
This paper discusses the use of Realistic Mathematics Education (RME) as an alternative approach to enhance Indonesian 5th-grade students’ ability in the topics of multiplication and division. The ...study presents the analysis of Indonesian 5th-grade students’ difficulties in applying vertical multiplication and division, that is in reapplying the steps of the method. Furthermore, it describes a mathematics teaching learning practice to stimulate students in constructing their strategies, mathematical models, and number sense in solving mathematical problems that involve multiplication and division. In implementing RME, the steps taken to improve the learning process were: (1) analysing in detail the difficulties of students in vertical multiplication and division, (2) providing contexts of mathematical problems that can stimulate students to think mathematically, (3) holding a class mathematics congress, and (4) conducting a test to measure students’ achievement. The implementation of RME has helped the 5th-grade students to improve their ability in multiplication and division. There were more students whose grades passed the minimum passing score. Moreover, there was an increase in the class average test score.
Texas–Mexico border region is a unique place where two countries and culture connected. We sought to investigate border school district students’ academic performance as measured by Texas ...standardized test: the State of Texas Assessments of Academic Readiness (STAAR). To do so, we first used propensity score matching (PSM) techniques to analyze data collected from a public database: Texas Assessment Management System (TAMS). Specifically, we provided a PSM analysis of non-border and border school districts regarding their demographic characteristics i.e., identified as a rural district, percentage of economically disadvantaged (ED) students, percentage of English learners (ELs), mobility rate, instructional hours, principal experience, teacher experience, teacher–student ratio, and teacher turnover rate. Then, multiple regression analyses were conducted to compare Texas border and non-border school students’ reading, math, and science achievements, respectively, based on a matching sample with control for demographic variables. The results of the current study indicate that no significant difference was found between border and non-border school districts, regarding students’ academic performance in reading, math, and science, when districts were matched and demographic characteristics were controlled. We further found that demographic variables, such as percent of ED students, principal experience, and teacher turnover rate, significantly impact students’ academic achievement. Such findings have suggested that the achievement gap between border and non-border districts can be closed if extra support can be provided to ED students, and funding could be allocated in border districts to maintain experienced principals and teachers.
The purpose of the study was to investigate the relationship among the knowledge proposed by school curriculum, the content offered by a mathematics teacher, and what was acquired by students ...regarding quadrilaterals in the 5th grade, using Didactic Transposition Theory. To examine the transposing process, a case study involving a mathematics teacher and seven students was adopted in Turkey. The objectives of the curriculum were scrutinized in order to identify the content to be offered to the students. The content offered by the teacher was revealed by the records of the teaching process and the interviews with the teacher. To collect data regarding the acquired knowledge, two different tests were used. Data were analyzed utilizing document analysis, content analysis, and descriptive analysis. Findings revealed that there were significant differences between the knowledge to be taught and the content offered by the teacher. Moreover, the knowledge acquired by the students was limited to the basic properties of quadrilaterals. What was acquired by the students regarding the mathematical concept of area was not compatible with the content offered by the teacher, so the perimeter-area conflict occurred in the minds of the students at the end of the transposition process.
About half of the world's population remains without access to internet in an era of digital transformation. In this study, we aimed to investigate the impact of implementing the use of logic and ...mathematics through digital literacy on a population of elementary school students in a town in Northeast Brazil. In a non-randomized experimental longitudinal intervention study, 5th-grade students were followed during one semester. They underwent observational testing during class with the use of scales to evaluate their activities in a digital environment, and they were evaluated with respect to their ability to use digital devices. A logic/math assessment was applied prior to and at the end of the course for intervention group and compared to a control group. Questionnaires were used to assess the educators', legal guardians' and students’ perceptions on digital habits and their respective sociodemographic features. The intervention consisted of a 16-h long course developed consisting of 8 2-h long classes which focused on digital technology, digital culture, and computational thinking. The students had a strong interest in the classes. Although some students did not have prior contact with computers, their development was outstanding. Digital literacy competencies and technology-use behavior increased throughout the semester independent of family income and use of digital devices at home. Students progressively improved their interaction with the computer (e.g. touchpad and typing skills) and their confidence in the digital environment. Students’ scores on the logic/math assessment showed significant improvement. This was not observed in the control group, demonstrating the importance of this type of intervention even with one provided by a 16-h course.
Purpose: To raise authentically creative individuals, it is compulsory to employ contemporary reading methods. Although critical reading, which is the main medium for accessing the right knowledge, ...is defined as a sub-category for creative reading in which high cognitive processes are involved, the connection between these has not been clearly put forward. This study aimed at examining the effect of critical reading skills of 5th grade learners on their evaluation skills of creative reading process, and the role of gender in this effect through structural equation modelling. Research Methods: The study was supported by relational screening model. The study group was formed by simple random sampling and composed of 265 5th grade learners. The data were collected through the Scale for the Evaluation of Creative Reading Process and the Critical Reading Scale. SPSS 23, AMOS 22.0, and structural equation modeling were utilized for data analysis. Maximum Likelihood method was selected in the estimation of parameters related to models which were formed for examining the effect of critical reading skills on the evaluation of creative reading process and the role of gender. To this end, fit indices (Xsuperscript 2/df, CFI, GFI, TLI, NFI, IFI, RMSEA, and SRMR) were used. Findings: The study demonstrated that all hypotheses models were valid; critical reading skills explained the evaluation skills of creative reading process by 57%, and that they had a direct and strong impact on the evaluation skills of the critical reading process. In the female learner model, critical reading skills affected the evaluation skills by 43%, whereas the malelearner model explained this effect by 67%. In addition, both models bear a direct and strong impact. Implications for Research and Practice: The results of the study reveal that critical reading skill is a significant predictor for the evaluation of the creative reading process. It can be stated that the evaluation skills of the creative reading process may improve in conjunction with the development of critical reading skills.
In Indonesian context, based on the observation, 5th grade elementary school students in Bandung Regency had low reading comprehension ability for informational text. This can be seen from their low ...ability to express explicit meanings, define the main idea, search for keywords and retell the contents of the text with their own words. Given this circumstance, it is necessary to improve task design using particular learning models to improve students’ reading comprehension ability. Therefore this study was aimed at investigating the effect of the use of task design based on Interactive-Compensatory model to improve reading comprehension of 5th grade. The study used quasi experimental method. It applied observation, pre-test, post-test and interview to collect data. There were 136 samples of 5th grade participating in this study. The findings showed that there was a significant influence since there was a difference in sudents’ reading comprehension ability to read informational text before and after they were treated using task design based on the Interactive-Compensatory model.
This study aimed to reveal the common errors in fractions, the associated thinking strategies among 5th graders, and the persistence of these errors. A quantitative method was applied in this study ...through calculating the percentages of every type of error the students made in the diagnostic test, The qualitative part was performed through individual interviews and analyzing them to probe the thinking strategies used by the students that lie behind their common errors, The test was conducted for 240 students and 30 students were interviewed. The results showed a variety of common mistakes the students made, and that the rates of these mistakes were as follows: the highest was due to dealing with the fractions as integers, followed by errors about the basic concepts of the fractions. The results further showed a diversification in the students' thinking and the associated mistakes. One of the most noticeable mistakes was expressing the fraction without attention to the equal parts. The rates of other common errors were as follows: considering that the fractional number is always higher than the figure A/B, and that figure A/B is always less than one; treating the fractions as integers; misinterpretation of the relation between the numerator and the denominator with the actual value of the fraction, and ignoring the integer in the fractional number. The results also showed that more than 50% of the students made errors associated with solution strategies in the fractions issue.
Nowadays the volume of activities performed under varying and unexpected conditions has significantly increased. This requires the individual manifestation of sharpness, cleverness, ingenuity, ...reaction speed, concentration and ability to transfer attention, movement precision (spatial, temporal, dynamic) and their biomechanical rationalization. The present paper shows that influencing the educational process by using appropriate methods and means for developing coordination abilities can stimulate the students’ interest and positive attitude towards physical exercise in general, and towards physical education classes in particular.
PDF
