scholarly journals ANALYSIS OF THE THIRD GRADE STUDENTS’ ATTITUDE ON TRAINING WITH GEOMETRY VARIOUS PROBLEMS

2019 ◽  
Vol 30 (2) ◽  
pp. 417-421
Author(s):  
Gergana Hristova
Keyword(s):  
Primary School ◽  
Third Grade ◽  
Self Assessment ◽  
Spatial Concepts ◽  
The Third ◽  
School Year ◽  
Teacher Needs ◽  
Geometric Knowledge ◽  
Primary School Pupils ◽  
Independent Work

In primary school, geometry is an integral part of mathematics education. The main purpose of teaching geometry in primary school is to give pupils a clear and correct idea of some geometric shapes and their basic properties; to develop spatial concepts, logical thinking and imagination; to instil knowledge, skills and habits in drawing and measuring, which have great practical relevance, thereby preparing them successfully for the teaching of geometry in subsequent years. Geometric knowledge introduced to primary school pupils is abstract and must, in addition to having an educational nature, be tailored to the pupils’ age-specific characteristics, in particular the dominance of concrete thinking in their young minds. The process of teaching mathematics in the third grade must be based on rich visual and practical examples, enabling pupils to get involved in different types of activities. In the course of this process, the teacher needs to set aside time and space for independent work not only in lessons where the aim is to consolidate and summarise what was taught, but also when the pupils are learning new knowledge. Individual and group learning activities should also be widely used. The challenge facing modern teachers is to prepare pupils for their social realisation. Pupils should find the material interesting and thought-provoking in order to develop their creativity, enabling them seek and find non-standard solutions in life. This paper presents an analysis of the response of third grade pupils to teaching using the author’s various problems and geometry exercises. There are 104 problems (31 introductory problems and 73 confirmatory problems) divided into eleven topics that only include geometry problems and exercises. Those problems and exercises complement the geometry teaching material included in the third grade curriculum. In the school year of 2016/2017, 149 third grade pupils from three schools in Sofia and two in smaller towns participated in lessons involving the various geometry problems. After solving problems on a specific topic, the pupils were given a self-assessment card to complete at the end of the lesson. Here will be presented the pupils’ answers and how they evaluated their work in solving the problems and exercises assigned to them.

COMPARATIVE ANALYSIS OF THE GEOMETRICAL CONTENT IN THE NEW BULGARIAN TEXTBOOKS OF MATHEMATICS FOR THIRD GRADE

2018 ◽  
Vol 28 (3) ◽  
pp. 991-996
Author(s):  
Gabriela Kirova
Keyword(s):  
Comparative Analysis ◽  
Third Grade ◽  
Obtuse Angle ◽  
Curve Beam ◽  
Mathematics Textbook ◽  
The Third ◽  
School Year ◽  
Learning Content ◽  
Relative Share ◽  
Geometric Content

Starting with 2018/2019 school year in Bulgaria, the math education in the third grade is implemented through new training kits. They were developed on the basis of the new third-grade mathematics curriculum, approved by Order No. РД 09-1093 / 25.01.2017 of the Minister of Education and Science, Annex No. 8, supplemented by Order No. РД 09-2555 / 15.06.2018 of the Minister of Education and Science. Training kits are approved by the Ministry of Education and Science and are 7 in total. Geometric learning content in new math textbooks is the second most important element after arithmetic content. It is combined with the arithmetic learning content, and by this the foundation of the successful study of geometry in the next school grades is laid. The new geometry knowledge that is included in the third grade curriculum is the following: straight line, curve, beam, angle, right angle, obtuse angle, acute angle, right triangle, acute triangle, obtuse triangle; naming geometric figures with Latin alphabet letters [11]78. It is important in a modern mathematics textbook to have a rich and varied geometric content. It is important that the new types of geometry tasks are introduced with rich visualization using a specific-inductive approach. The relative number of tasks of a given type is an important prerequisite for the successful formation and improvement of skills for solving geometric problems in pupils at the age of 9-10. This article will present a comparative analysis of the geometric content in the seven approved Bulgarian third-grade mathematics textbooks, which are used in the mass practice of this school year. For the purpose of the study, a classification of all types of tasks and exercises with geometric content has been developed. Then the tasks in the seven textbooks are systematized by the so chosen classification. The data are statistically processed taking into account the relative share of tasks of each type within a textbook, as well as a comparison between the relative shares of the geometric tasks in the different textbooks. The established differences in the number and relative share of different types of geometric tasks make it possible for the analyzed textbooks to be ranked. Such a study has not been published so far. It has a relation to the assessment of the quality of the textbooks offered. The conclusions formulated in this article can help primary teachers in their choice of textbooks to teach to their third grade students.

scholarly journals Teaching Design of English Picture Book for Primary Schools Based on Performance Culture Teaching Method-Taking the Story Time in Unit 1 of the Third Grade of the PEP Version as an Example

2021 ◽  
Vol 17 (4) ◽  
pp. 203
Author(s):  
Yuan Dandan
Keyword(s):  
Primary School ◽  
Picture Book ◽  
Teaching Method ◽  
Target Language ◽  
Third Grade ◽  
English Teaching ◽  
Performance Culture ◽  
The Third ◽  
Teaching Design ◽  
Culture Teaching

<p>The performance culture teaching method was first proposed by the American Sinologist Wu Weike. It is a teaching method to learn a second language through the comprehension and practice of the target language. It focuses on culture and practice. The learner presents the story in a rehearsal manner in the context of the target language culture. Picture book teaching is a popular teaching method for primary school English teachers at this stage. Its novel feature of moving from outside class to classroom makes it an indispensable teaching method in primary school English teaching. This article takes the PEP version of the third grade English textbook as an example for teaching design and integrates the performance culture teaching method with the picture book teaching in the primary school English classroom teaching. The focus of research in teaching design is teaching implementation, that is, the application of performance methods in primary school English classrooms. This teaching design combines picture book teaching and performance culture teaching methods to promote primary school English teaching.</p>

scholarly journals Dziecko w środowisku pieniądza: przekonania podzielane przez dzieci w wieku 8–9 lat

2020 ◽  
Vol 50 (3) ◽  
Author(s):  
Renata Raszka
Keyword(s):  
Qualitative Research ◽  
Primary School ◽  
Third Grade ◽  
Social Functions ◽  
Shared Beliefs ◽  
Primary School Pupils

This article is a report from qualitative research conducted by the text’s author. Third grade primary school pupils who took part in the study have expressed their view of money by completing twelve incomplete sentences about money. The aim of the study was to find children’s shared beliefs about money. In accordance with the instrumental and symbolic nature of money there appear to be two main groups of phrases ending incomplete sentences. Some of children’s statements refer to instrumental understanding of money, that is, they relate to its value in use and economic functions. Other statements are connected with the symbolic nature of money, showing its psychological and social functions.

scholarly journals “THE ROOM OF MYSTERIES” PROJECT FOR THE THIRD GRADE

2019 ◽  
Vol 30 (2) ◽  
pp. 423-426
Author(s):  
Gabriela Kirova
Keyword(s):  
Primary School ◽  
Social Life ◽  
Personal Development ◽  
Primary Schools ◽  
Publishing House ◽  
Third Grade ◽  
Project Work ◽  
Mathematical Education ◽  
The Third ◽  
Key Competences

One of the important components of mathematical competence is the ability to solve practical tasks. According to G. Hristova “... with the teaching of mathematics in elementary classes, the skills to learn, to handle information, to communicate, to work independently and to work in a team are formed in the students” [4]. K. Alexieva stresses in her publication that “key competences are interdependent and represent a set of knowledge, skills and relationships necessary for the individual's personal development throughout life, for building an active civic position and participation in social life as well as for the suitability for his/her realization on the labour market. Through learning in each of the subjects, key competence learning skills are acquired, which includes understanding the personal needs in the learning process and discovering the opportunities and abilities to overcome learning difficulties, both individually and in groups; critical thinking, problem solving and decision making, initiative, creativity, responsibility, teamwork, and other key competences specified in the curriculum [1]. The ability to solve practical tasks develops to a greater extent in group, teamwork on projects. Project work is one of the active learning methods. It is not widely accepted in modern mathematical education in Bulgaria. The reasons for this are many. One of them is the lack of methodological literature on the subject for elementary teachers. Many specialists organize project work with their students, including mathematics, but their experience remains unpopular. Project work is difficult to organize, involves serious planning, and often involves spending money to buy the necessary materials. To successfully integrate into project activities, it is necessary for the young students to have a certain degree of autonomy, organizational skills, communicative skills, teamwork skills, skills for individual search of information, presentation skills, and so on. Teachers with creative abilities and innovative ideas develop, organize, and work on projects in primary school but this is a matter of their goodwill and professional skills. Mathematics teaching specialists in primary schools are in debt to primary school teachers in terms of published methodological work and project activities, including mathematics. Teachers' books for mathematics curricula for primary classes should include developments of at least one class project. This is done in the Bulgarian mathematics training kits of Anubis Publishing House, where I am the author [2] [3]. In this article I will present a description of the project – Thematic Classroom “The Room of Mysteries” for the third grade. It would be good the lesson to be held at the end of the school year. It solves tasks from all of the learning content studied in mathematics in the third grade. The idea of the project is based on the so-called “Escape Room” – a place where participants have to solve a series of puzzles to leave the room. Students of the class will not be locked in their classroom, of course. They will find a locked suitcase in their room that they want to unlock to see what's in it. For better motivation students will be given the role of police inspectors, who will be divided into 6 teams to solve a series of challenges – tasks. The lesson is held in the presence of parents and relatives of the students. A team of “veteran investigators” is formed from the parents, who also have to solve puzzles. Solving each task will lead to the opening of a new puzzle, and so pupils and parents will have to deal with a series of challenges that will lead to the discovery of 7 keys, identical at first glance, only one of which unlocks the briefcase. The prize, hidden away from the students, may be their annual third-grade certificates, may be holiday books for the end of the year as well as small gifts. Materials required for the project are purchased in advance with funds collected from students' parents.

Mastering the “Distribution of Fruits and Seeds” Theme (Lesson on the “World Around Us” Discipline at the Third Grade of Primary School)

2015 ◽  
Vol 3 (4) ◽  
pp. 37-40
Author(s):  
Ткаченко ◽  
I. Tkachenko
Keyword(s):  
Primary School ◽  
Intellectual Development ◽  
Third Graders ◽  
Third Grade ◽  
Active Teaching ◽  
The Third ◽  
The World ◽  
Teaching Technique ◽  
The Way

The paper presents the way to give third-graders a lesson for mastering the theme of “Fruits and Seeds of Plants” within the “Nature Kingdom” Section of the “World Around Us” learning Course. The teacher is to involve active teaching technique by means of inviting students to play the role of explorers. Embracing the active cognitive stance helps to boost intellectual development, that is, to master the skills of analysis, comparison and generalization.

The Role of Attitude in Learning Arithmetic

1958 ◽  
Vol 5 (6) ◽  
pp. 304-310
Author(s):  
J. Peter Fedon
Keyword(s):  
Teaching Experiment ◽  
Third Grade ◽  
The Third ◽  
School Year ◽  
Partial Analysis ◽  
Arithmetic Teaching

THIS IS A PARTIAL ANALYSIS of an arithmetic teaching experiment conducted in the third grade of an independent Wilmington School during the school year 1957-58.

scholarly journals Integrating Sustainable Development Requirements into the Secondary Stage Chemistry Curriculum in Egypt

2019 ◽  
Vol 21 (2) ◽  
pp. 139-154
Author(s):  
Shaimaa Abdul Salam Abdul Salam Selim
Keyword(s):  
Sustainable Development ◽  
Secondary Education ◽  
Secondary School ◽  
Third Grade ◽  
Second Grade ◽  
Chemistry Curriculum ◽  
The Sustainable Development ◽  
The Third ◽  
School Year ◽  
Secondary Stage

Abstract The problem of the current research lies in the need to integrate some requirements of the sustainable development (SD) in secondary school chemistry curriculum. The research specifically seeks to answer the following question: What “requirements of sustainable development” should be taught in the secondary school chemistry curriculum in Egypt? To that end, the researcher analyzed the content of chemistry curricula in the three grades of secondary education in Egypt for the school year 2017–2018, and prepared a list of 57 SD requirements. It should be noted that fifteen requirements of sustainable development at the second-grade secondary stage were distributed into five units; the third unit included one requirement; the fourth unit comprised four requirements; and the fifth unit – one requirement. Regarding curriculum at the third-grade secondary stage, 17 requirements of sustainable development were integrated and distributed along five units.

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