Atypical Arrays to Stimulate Multiplicative Thinking

2020 ◽  
Vol 113 (11) ◽  
pp. 931-935
Author(s):  
Neet Priya Bajwa ◽  
Jennifer M. Tobias
Keyword(s):  
Second Graders ◽  
Multiplicative Thinking

Two types of tasks have the potential to help second graders attend to structure and use initialmultiplicative ideas in their strategies to find the total.

Identification of Multiplicative Thinking in Children in Grades 1–5

1996 ◽  
Vol 27 (1) ◽  
pp. 41-51
Author(s):  
Faye B. Clark ◽  
Constance Kamii
Keyword(s):  
Fifth Graders ◽  
Second Graders ◽  
Higher Order ◽  
Fifth Grade ◽  
Second Grade ◽  
Multiplicative Thinking

Textbooks present multiplication as merely a faster way of doing repeated addition. However, research has shown that multiplication requires higher-order multiplicative thinking, which the child develops out of addition. Three hundred thirty-six children in grades 1–5 were interviewed individually using a Piagetian task to study their development from additive to multiplicative thinking. Multiplicative thinking was found to appear early (45% of second graders demonstrated some multiplicative thinking) and to develop slowly (only 48% of fifth graders demonstrated consistently solid multiplicative thinking). It was concluded that the introduction of multiplication in second grade is appropriate but that educators must not expect all children to use multiplication, even in fifth grade.

Agreeableness, Conflict Resolution Tactics, and School Behavior in Second Graders

2016 ◽  
Vol 37 (3) ◽  
pp. 145-151 ◽  
Author(s):  
Daniel L. Gadke ◽  
Renée M. Tobin ◽  
W. Joel Schneider
Keyword(s):  
Conflict Resolution ◽  
Problem Behaviors ◽  
Second Graders ◽  
Adaptive Behaviors ◽  
Second Grade ◽  
School Behavior ◽  
Multiple Sources ◽  
School Based ◽  
Second Grade Students ◽  
Negotiation Tactics

Abstract. This study examined the association between Agreeableness and children’s selection of conflict resolution tactics and their overt behaviors at school. A total of 157 second graders responded to a series of conflict resolution vignettes and were observed three times during physical education classes at school. We hypothesized that Agreeableness would be inversely related to the endorsement of power assertion tactics and to displays of problem behaviors, and positively related to the endorsement of negotiation tactics and to displays of adaptive behaviors. Consistent with hypotheses, Agreeableness was inversely related to power assertion tactics and to displays of off-task, disruptive, and verbally aggressive behaviors. There was no evidence that Agreeableness was related to more socially sophisticated responses to conflict, such as negotiation, with our sample of second grade students; however, it was related to displays of adaptive behaviors, specifically on-task behaviors. Limitations, including potential reactivity effects and the restriction of observational data collection to one school-based setting, are discussed. Future researchers are encouraged to collect data from multiple sources in more than one setting over time.

Internalizing Behavior During the Transition from Childhood to Adolescence

2010 ◽  
Vol 26 (3) ◽  
pp. 187-193 ◽  
Author(s):  
Marc Vierhaus ◽  
Arnold Lohaus ◽  
Indra Shah
Keyword(s):  
Research Design ◽  
Internalizing Symptoms ◽  
Fourth Graders ◽  
Cross Sectional Study ◽  
Second Graders ◽  
Internalizing Behavior ◽  
Longitudinal Assessment ◽  
Sectional Study ◽  
Cross Sectional ◽  
The One

This investigation focuses on the question whether assessments of the development of internalizing behavior from childhood to adolescence are affected by the kind of research design (longitudinal versus cross-sectional). Two longitudinal samples of 432 second-graders and 366 fourth graders participated in a longitudinal study with subsequent measurements taken 1, 2, and 3 years later. A third sample consisting of 849 children covering the same range of grades participated in a cross-sectional study. The results show that the development of internalizing symptoms in girls – but not in boys – varies systematically with the research design. In girls, there is a decrease of internalizing symptoms (especially between the first two timepoints) in the longitudinal assessment, which may reflect, for example, the influence of strain during the first testing situation. Both longitudinal trajectories converge to a common trajectory from grade 2 to grade 7 when controlling for this “novelty-distress effect.” Moreover, when we control this effect, the slight but significant decrease characterizing the common trajectory becomes similar to the one obtained in the cross-sectional study. Therefore, trajectories based on longitudinal assessments may suggest more changes with regard to internalizing symptoms over time than actually take place, while trajectories based on cross-sectional data may be characterized by an increased level of internalizing symptoms. Theoretical and practical implications of these results are discussed.

Comparing the Effectiveness of Two Oral Reading Practices: Round-Robin Reading and the Shared Book Experience

1996 ◽  
Vol 28 (2) ◽  
pp. 201-225 ◽  
Author(s):  
J. Lloyd Eldredge ◽  
D. Ray Reutzel ◽  
Paul M. Hollingsworth
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Experimental Studies ◽  
Second Graders ◽  
Round Robin ◽  
Shared Reading ◽  
Book Reading ◽  
Reading Practices ◽  
Basal Readers ◽  
Reading Errors

This study compared the effectiveness of two oral reading practices on second graders' reading growth: shared book reading and round-robin reading. The results indicated that the Shared Book Experience was superior to round-robin reading in reducing young children's oral reading errors, improving their reading fluency, increasing their vocabulary acquisition, and improving their reading comprehension. An analysis of the primary-grade basal readers submitted for adoption in 1993 revealed that most had incorporated “shared reading” into their instructional designs. Before “shared reading,” the common practice was “individual reading,” and although the authors of basals did not recommend it, round-robin oral reading was widely used. Although the Shared Book Experience had been widely used in schools prior to its inclusion in basal designs, there were no experimental studies supporting it. The findings of this study are discussed and related to these classroom practices and trends.

Mediation or Production Deficiency in Disabled Readers?

1980 ◽  
Vol 50 (2) ◽  
pp. 519-530
Author(s):  
Lauren Leslie
Keyword(s):  
Short Term Memory ◽  
Fifth Graders ◽  
Memory Capacity ◽  
Second Graders ◽  
Short Term ◽  
Term Memory ◽  
Memory Processing ◽  
Overt Rehearsal ◽  
Covert Rehearsal ◽  
Disabled Readers

Deficiencies in disabled readers’ short-term memory processing were studied. A deficit in memory capacity versus susceptibility to interference was investigated by examining performance over trials. A mediation versus production deficiency in memory processing was examined by testing the effect of instructions for rehearsal on performance of average and disabled readers in Grades 2 and 5. Contrary to prior research, facilitative effects of rehearsal instructions on second graders’ memory were found only on Trial 1. Fifth graders’ memory was adversely affected by overt rehearsal. Requiring children to rehearse overtly at a set rate may account for the results. A second study examined effects of covert rehearsal on the memory of average and disabled readers in Grade 2 over trials. Facilitative effects of covert rehearsal were shown when data of children who spontaneously rehearsed were removed. A deficiency in production by second graders was supported. Disabled readers who did not rehearse were more susceptible to interference.

Examining Factors That Predict Arabic Word Reading in First and Second Graders

2021 ◽  
pp. 1-16
Author(s):  
Elsayed E. A. Hassanein ◽  
Evelyn S. Johnson ◽  
Yousef M. Alshaboul ◽  
Sayed R. Ibrahim ◽  
Ahmed M. Megreya
Keyword(s):  
Word Reading ◽  
Second Graders ◽  
Arabic Word

scholarly journals Examining Second Graders’ Healthy Food Choices: Through Literacy and Active Learning

2019 ◽  
Vol 12 ◽  
pp. 117863881983906
Author(s):  
Elsie Lindy Olan ◽  
Laurie O. Campbell ◽  
Shiva Jahani
Keyword(s):  
Active Learning ◽  
Health Knowledge ◽  
Food Choices ◽  
Second Graders ◽  
Healthy Food ◽  
Second Grade ◽  
Post Intervention ◽  
Literacy Environment ◽  
Second Grade Students ◽  
Alternative Approach

The purpose of this study was to investigate the implementation of a nutrition module and activities ( Go, Slow, Whoa) in a literacy environment through an active learning approach. Second graders (N = 85) from diverse socioeconomic status (SES) areas completed the 12-week program. The participants’ perceptions of healthy food choices were measured both pre- and post-intervention. Students met for 30 minutes twice a week, to complete 5-lessons from a Coordinated Approach to Child Health ( CATCH) nutrition module and activities ( Go, Slow, Whoa). Measures were taken both pre- and post-intervention ( Food Fury Quiz) to distinguishing between healthy and unhealthy foods (images). There was a statistically significant improvement ( t = 12.16, df =84, P = .000) from pretest ( M = 19.06, SD = 3.13) and posttest ( M = 23.34, SD = 0.48) scores. Administering a healthy food choice curriculum through literacy and active learning provides an alternative approach to improving health knowledge among second grade students.

Sign in / Sign up

Export Citation Format

Share Document