scholarly journals An Exploratory Investigation on the Moral Competence Based Approach in the Elementary School Moral Subject Education

2018 ◽  
Vol null (62) ◽  
pp. 41-64
Author(s):  
김태훈
Keyword(s):  
Elementary School ◽  
Moral Competence ◽  
Moral Subject ◽  
Exploratory Investigation

Focal point: Levels of geometric understanding: an exploratory investigation of limited scope

1966 ◽  
Vol 13 (4) ◽  
pp. 322-332
Author(s):  
J. Fred Weaver
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Focal Point ◽  
Mathematical Concept ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Geometric Concepts ◽  
Exploratory Investigation ◽  
Level Of Understanding ◽  
Limited Scope

It is not unusual to find evidence to support the hypothesis that children—and teachers—differ in their degree or level of understanding of a particular mathematical concept or idea.1 This probably is as true for geometric concepts as it is for number concepts. Much of our instruction in the elementary school and in teacher education programs hopefully is designed to take into account these “levels of learning,” and to provide effectively for them.

Development of the Fraction Concept in Two Physical Contexts: An Exploratory Investigation

1978 ◽  
Vol 9 (5) ◽  
pp. 374-378
Author(s):  
James Hiebert ◽  
Lowell H. Tonnessen
Keyword(s):  
Elementary School ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Exploratory Investigation ◽  
Multiplicative Operator

Efforts to define the fraction concept have frequently led to the identification of several different interpretations, such as part-whole, ratio, quotient, and multiplicative operator (Kieren, 1976). The part-whole interpretation is particu larly important, since it is often used by elementary school mathematics programs to introduce the fraction concept.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

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