scholarly journals Probabilistic thinking of elementary school students in solving probability tasks based on math ability

2017 ◽  
Author(s):  
Dwi Ivayana Sari ◽  
I. Ketut Budayasa ◽  
Dwi Juniati
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
School Students ◽  
Math Ability ◽  
Probabilistic Thinking

scholarly journals ANALISIS PENYELESAIAN TUGAS PROBABILITAS SISANALISIS PENYELESAIAN TUGAS PROBABILITAS SISWA SD DITINJAU DARI PERBEDAAN KEMAMPUAN MATEMATIKA DAN GENDER

2018 ◽  
Vol 7 (1) ◽  
pp. 124
Author(s):  
Dwi Ivayana Sari ◽  
I Ketut Budayasa ◽  
Dwi Juniati
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
School Level ◽  
School Students ◽  
Comparison Task ◽  
Curriculum Developer ◽  
Math Ability ◽  
Probabilistic Thinking ◽  
New Strategy ◽  
And Gender

This study is aimed to analyze probabilistic thinking of elementary school students based on math ability and gender differences. Descriptive explorative approach was used to describe in depth probabilistic thinking of boys with high, middle, low math ability and girls with high, middle, low math ability. The result showed that probabilistic thinking of boy with high math ability indicated multistructural because his thinking quantitative and proportional. While probabilistic thinking of boys with middle, low math ability and girls with high, middle, low math ability indicated unistructural because their thinking quantitative and non proportional. Beside that, boys’ thinking in solving probability tasks was more analytical and flexible than girls’ thinking. So, students with math ability difference, gave difference response in solving probability tasks. This result found new strategy in solving probability comparison task. This result could contribute to curriculum developer to introduce probability in elementary school level and teachers could use discussion method in teaching probability material.

scholarly journals Mindsets and Neural Mechanisms of Automatic Reactions to Negative Feedback in Mathematics in Elementary School Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Ita Puusepp ◽  
Tanja Linnavalli ◽  
Milla Huuskonen ◽  
Karoliina Kukkonen ◽  
Minna Huotilainen ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Negative Feedback ◽  
School Context ◽  
Growth Mindset ◽  
General Intelligence ◽  
School Students ◽  
Math Ability ◽  
Domain Specific ◽  
Related Potentials

Neuroscientific research regarding mindsets is so far scarce, especially among children. Moreover, even though research indicates the importance of domain specificity of mindsets, this has not yet been investigated in neuroscientific studies regarding implicit beliefs. The purpose of this study was to examine general intelligence and math ability mindsets and their relations to automatic reactions to negative feedback in mathematics in the Finnish elementary school context. For this, event-related potentials of 97 elementary school students were measured during the completion of an age-appropriate math task, where the participants received performance-relevant feedback throughout the task. Higher growth mindset was marginally associated with a larger P300 response and significantly associated with a smaller later peaking negative-going waveform. Moreover, with the domain-specific experimental setting, we found a higher growth mindset regarding math ability, but not general intelligence, to be associated with these brain responses elicited by negative feedback regarding errors in math. This suggests that it might be important to address domain-specific and even academic-domain-specific beliefs in addition to general mindsets in research and practice.

scholarly journals Media Stamp Game untuk Meningkatkan Kemampuan Berhitung Anak Slow Learner di Sekolah Dasar

2018 ◽  
Vol 5 (2) ◽  
pp. 131-148
Author(s):  
Suci Wulandari ◽  
Susanti Prasetyaningrum
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Single Case ◽  
Sampling Technique ◽  
Slow Learner ◽  
Math Learning ◽  
School Students ◽  
Math Ability ◽  
Concrete Form ◽  
Research Show

Slow learner children may find it hard to learn abstract and symbolic concepts, which could lead to difficulties in math learning, such as sum. The stamp game is a learning media with a concept to teach count operation (sum) with concrete form that is easy to use by children with simple steps and used repeatedly to reinforce the concepts. Thus, it may improve math ability in slow learner children. The purpose of this study is to improve the ability of counting operations (sum) in elementary school students who are slow learner by using the stamp game. This study used single case experimental design. The participants were three slow learner children selected using purposive sampling technique. The results of the research show that the stamp game can improve counting (sum) ability in elementary school students who are a slow learner.

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