Bridging the Math Gap

2010 ◽  
Vol 15 (7) ◽  
pp. 400-405
Author(s):  
J. Matt Switzer
Keyword(s):  
High School ◽  
Middle School ◽  
Elementary School ◽  
High School Math

Knowing both the content and manner in which students learn math in elementary school can help teachers bridge the gap between elementary school and middle school (and then high school) math.

scholarly journals Kompleksitas Argumentasi Berbasis Isu Sosiosaintifik pada Jenjang SD, SMP, dan SMA

2018 ◽  
Vol 1 (1) ◽  
pp. 29
Author(s):  
Nur Fildzah Amalia ◽  
Riandi Riandi ◽  
Ari Widodo ◽  
Diana Rochintaniawati
Keyword(s):  
High School ◽  
Middle School ◽  
Elementary School ◽  
High School Students ◽  
Elementary Students ◽  
Claims Data ◽  
Socioscientific Issues ◽  
School Students ◽  
Level 3 ◽  
Level 2

The Student’s argument can be raised and developed using socioscientific issues. Socio-scientific issues about health is one of the social problems that the subject of public debate. This study aims to describe the complexity of the arguments in elementary school, middle school, and high school. The three level of education is a school which is shaded by one of the Foundation in Bandung. Participants involved in the study consisted of 31 elementary students, 14 middle school students, and 23 high school students. Data taken using a quisioner consist of five items concerning socioscientific issues as well as individual interviews based on the answers to the test written description. Data identified using Toulmin Argumentation Adaptation Pattern (TAP), which consists of four levels, namely, level 1 (claim), level 2 (claims, data and / or warrants), level 3 (claims, data / warrant, backing), and level 4 (claims, data / warrant, backing, qualifier). The results showed that the development of increasingly rising complexity of arguments according to their level. The complexity of the arguments on elementary students reached level 2-3, middle school and high school reached level 3. Percentage of level 3 more ascending towards the middle school to high school. Meanwhile, if viewed from the dominates of the arguments category level, level 2 emerged as the dominant category in elementary school, middle school, and high school.

Students’ Knowledge and Behaviors for Active Living: A Cross-Sectional Survey Study

2020 ◽  
Vol 39 (2) ◽  
pp. 206-215 ◽  
Author(s):  
Yang Liu ◽  
Senlin Chen
Keyword(s):  
Physical Activity ◽  
High School ◽  
Middle School ◽  
Elementary School ◽  
Sedentary Behavior ◽  
The United States ◽  
School Level ◽  
Survey Study ◽  
Active Living ◽  
And Behaviors

Purpose: The purpose of this study is to capture students’ essential knowledge and behaviors concerning active living. Methods: Students (N = 1,079) from elementary, middle, and high schools in the United States reported their knowledge of physical activity and fitness (PAF knowledge), and physical activity and sedentary behavior using grade-specific PE Metrics tests and Youth Activity Profile, respectively. Descriptive and inferential statistical analyses were used to address the research purposes. Results: The total PAF knowledge scores and scores in subareas varied by gender and school level. A declining trend for physical activity and an increasing trend for sedentary behavior were observed. PAF knowledge positively predicted physical activity in elementary school boys and middle school girls and negatively predicted sedentary behavior in middle school students and high school boys. Certain PAF knowledge subareas (e.g., elementary school PD#3: knowledge about the characteristics of health-enhancing physical activity; middle school PD#1: knowledge of physical activity participation as part of a healthful lifestyle; high school PD#4: monitoring and adjusting physical activity to meet fitness needs) also significantly predicted behaviors. Conclusion: The findings may guide teachers’ curricular and instructional actions to enhance students’ PAF knowledge through physical education.

Beyond Computers

2011 ◽  
pp. 241-257
Author(s):  
Catherine Schifter
Keyword(s):  
High School ◽  
Middle School ◽  
Elementary School ◽  
Eighth Grade

How do you differentiate eighth grade from other grades? Whether the eighth grade is the last grade in an elementary school or the last grade in a middle school, these are the oldest students in the school. When they graduate from eighth grade many are on their way to high school. By eighth grade the students are thirteen or fourteen years of age, well into the angst years of teenage.

scholarly journals Reading Skills of Students With Speech Sound Disorders at Three Stages of Literacy Development

2013 ◽  
Vol 44 (4) ◽  
pp. 360-373 ◽  
Author(s):  
Crysten M. Skebo ◽  
Barbara A. Lewis ◽  
Lisa A. Freebairn ◽  
Jessica Tag ◽  
Allison Avrich Ciesla ◽  
...  
Keyword(s):  
High School ◽  
Middle School ◽  
Elementary School ◽  
Reading Comprehension ◽  
Literacy Development ◽  
Cognitive Skills ◽  
Speech Sound ◽  
Early Elementary ◽  
Speech Sound Disorders ◽  
Early Elementary School

PurposeThe relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with and without language impairment (LI) were compared to students without histories of SSD or LI (typical language; TL).MethodIn a cross-sectional design, students ages 7;0 (years;months) to 17;9 completed tests that measured reading, language, and nonlinguistic cognitive skills.ResultsFor the TL group, phonological awareness predicted decoding at early elementary school, and overall language predicted reading comprehension at early elementary school and both decoding and reading comprehension at middle school and high school. For the SSD-only group, vocabulary predicted both decoding and reading comprehension at early elementary school, and overall language predicted both decoding and reading comprehension at middle school and decoding at high school. For the SSD and LI group, overall language predicted decoding at all 3 literacy stages and reading comprehension at early elementary school and middle school, and vocabulary predicted reading comprehension at high school.ConclusionAlthough similar skills contribute to reading across the age span, the relative importance of these skills changes with children's literacy stages.

scholarly journals Impact of maternal education level on live birth rate after in vitro fertilization: a retrospective cohort study

2021 ◽  
Author(s):  
Xitong Liu ◽  
Xin Mu ◽  
Juanzi Shi ◽  
Haiyan Bai
Keyword(s):  
High School ◽  
Middle School ◽  
Elementary School ◽  
Live Birth ◽  
Educational Level ◽  
Maternal Education ◽  
High School Graduate ◽  
School Graduate ◽  
College Graduate

Objective To examine the association between maternal education level and live birth after in vitro fertilization (IVF). Design Retrospective cohort study. Setting Public fertility center in China. Population 41546 women who underwent the first cycle of fresh or frozen-thawed embryo transfer between 2014 and 2019. Methods The women were divided into four educational categories according to the level of education received (elementary school graduate or less, middle school graduate, high school graduate, college graduate or higher). Main outcome measures Live birth rates. Results Patients were grouped by maternal educational level: elementary school graduate or less (n=1590), middle school graduate (n=10996), high school graduate (n=8354), and college graduate or higher (n=20606). The live birth rate, miscarriage rate, and clinical pregnancy rate in elementary school graduate or less were lower compared to other groups. In multivariate logistic regression analysis, we fail to demonstrate a statistically significant relationship between educational level and live birth in middle school graduate (adjusted odds ratio [AOR] 0.96; 95% confidence interval [CI], 0.84-1.09), high school graduate (AOR 1.01; 95% CI, 0.87-1.14) or college graduate or higher (AOR 1.01; 95% CI, 0.88-1.14) patients compared with the elementary school graduate or less reference group after adjusting for female age, infertility duration, BMI, EM thickness, no. of oocyte retrieved, infertility type, protocol in the fresh cycle, fertilization type, time of transfer and no. of embryo transferred. Conclusion No statistically significant relationship was identified between educational level and live birth in patients undergoing fresh or frozen embryo transfer.

A Monte Carlo Application to Approximate Pi

1991 ◽  
Vol 84 (5) ◽  
pp. 387-390
Author(s):  
Kenneth Easterday ◽  
Tommy Smith
Keyword(s):  
High School ◽  
Middle School ◽  
Monte Carlo ◽  
Elementary School ◽  
Approximation Techniques ◽  
Monte Carlo Procedure ◽  
Calculus Students ◽  
Integration Techniques ◽  
College Calculus

Instruction in the concept of area begins in elementary school and continues through college calculus. Students learn to apply formulas for certain plane figures and later, integration techniques. For figures that are not “nice” shapes or for “irregular” functions, students are taught approximation techniques, which range from counting squares in middle school to trigonometric approximations in high school and various methods of calculus. The purpose of this article is to offer the use of the Monte Carlo procedure on the microcomputer as an alternative tool for approximating areas. One of the introductory applications of the technique is to find the area of a circle, which permits us to approximate pi.

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