Asked & Answered

2020 ◽  
Vol 113 (2) ◽  
pp. 164-167
Keyword(s):  
Middle School ◽  
Elementary School ◽  
Middle School Students ◽  
Systems Of Equations ◽  
School Students ◽  
Discussion Threads ◽  
Fact Fluency ◽  
Number Talks

The Asked & Answered department shares excerpts from discussion threads on the online MyNCTM community. In this issue, featured threads highlight responses to members' questions related to fact fluency and art-math integration in elementary school, number talks with middle school students, and classroom-tested contexts for introducing students to systems of equations.

Using Models to Build an Understanding of Functions

2001 ◽  
Vol 6 (5) ◽  
pp. 310-318 ◽  
Author(s):  
Kathleen Cramer
Keyword(s):  
Middle School ◽  
Elementary School ◽  
Middle School Students ◽  
Middle Grades ◽  
Early Elementary ◽  
School Students ◽  
Early Elementary School

From the time that students enter kindergarten and throughout their early elementary school years, they should have multiple experiences exploring patterns. The study of patterns for middle school students should shift to the study of functions (NCTM 1989). The question that this article addresses is how to plan and organize instruction for middle-grades students to help them develop an understanding of function.

scholarly journals Effects of E-Learning Environment Use on Visual Function of Elementary and Middle School Students: A Two-Year Assessment—Experience from China

2020 ◽  
Vol 17 (5) ◽  
pp. 1560
Author(s):  
Zhixin Zhang ◽  
Gang Xu ◽  
Jing Gao ◽  
Lu Wang ◽  
Yonghai Zhu ◽  
...  
Keyword(s):  
Middle School ◽  
Visual Acuity ◽  
Elementary School ◽  
Visual Field ◽  
Middle School Students ◽  
Learning Environment ◽  
Depth Perception ◽  
Visual Function ◽  
School Students ◽  
E Learning

This two-year follow-up assessment was performed on 721 elementary (Grades 2–4) and middle (Grade 1) school students who used, and 62 Grade 4 (Control) students who did not use, E-learning environments from schools in Beijing and Shandong Province, China. Statistical analysis included repeated-measures single-factor and two-factor analyses of variance, and analysis of covariance (ANCOVA). In three assessments over two years, the students’ visual acuity, visual field, depth perception, and horary visual acuity were monitored, along with the related differences and developmental changes and the effect of the E-learning environment on these indexes: (1) For the first time, the average values of four indexes of visual function of the students exposure to the E-learning environment were obtained, among which the ratio of poor visual acuity was still high; (2) visual acuity and depth perception in middle school students was poorer than that of elementary school students, but their visual field and horary visual acuity was higher; (3) for the two years, the four indexes of the visual function of students in different grades showed different change trends; and (4) the comparison for G4 and control demonstrated that the frequency of E-learning environment use (6.75 h/week for G4) had no significant effect on the visual acuity and depth perception of the Grades 4 and 5 students in elementary school but had a significant effect on their visual field and horary visual acuity. However, in all of the included students, the E-learning environment use time significantly affected the left and right eye visual acuity in the students, except in G4.

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