Thesis On Measurement

While student teaching, I planned many small group activities, hands-on science lessons, and math lessons using manipulatives.  I planned for each possible classroom management issue so that I could avoid problems.  For example, when introducing base ten blocks to the first graders, I knew these brand new manipulatives could be a distraction.  To avoid this, I allowed the students to use bellwork time (the first 15 minutes of school) to explore and play with these new math manipulatives.  When the time came for our math lesson that afternoon, I stressed that students had an opportunity to play with the base ten blocks this morning, but now it was time for us to use these as our math tools, not math toys.  Our lesson ended up being a very productive one.

In addition to the increase in students’ grades it has also been shown to relieve stress.

Being able to closely link the intervention and the work being done by the class as a whole, underpins the individual work so that it fixes better into the child’s mind.

The author explains how many students, especially those in the focused-upon second grade class, have difficulty explaining their “mathematical thinking process”. While they may provide correct answers using memorized calculations, they are unable to demonstrate their conceptual understandings or explain how they achieved the right results. As stated by the researcher, “it is important for students to be able to demonstrate their mathematical thinking as well as their method of solving a problem” (Kostos & Shin, 2010, p.223).

What is the most effective way to teach? Can students really learn and fully understand the material teachers convey to them on a day to day basis? According to a middle school mathematics teacher, his methods of teaching the traditional way was not as effective and producing a long-term impact as he would have liked. The article "Never Say Anything a Kid Can Say!" enriches us to the possibility of applying slight gradual modifications to our teaching methods and how we could find ways to utilize that information in the search for more effective teaching methods to encourage students to explain their thinking and become more deeply involved in the classroom discussions, thus developing their questioning skills (Reinhart, 2000). After

They have been at school all day and are ready for a break and play time. We had a strict schedule to follow which was nearly impossible, however, I tried my best to keep Jessica and John on task. My goal when I was at Oasis on Thursdays, and a goal I feel all teachers should have, was “to promote all students to be task-oriented and ensure continuous improvement” (Sahin, p. 2). The schedule at Oasis was broken up into fifteen minute increments which was beneficial for the tired children. They would spend enough time on each subject without getting too bored. One method that was successful with other tutors keeping the children’s attention was by motivating the children with incentives. I started incorporating incentives by telling the children they would get a sticker at the end of the day to take home if they completed the subject we were working on. They love stickers, especially when they can pick their own off of the sticker book. Incorporating incentives got the children to work harder and finish their assignments. They especially loved getting a check at the end of the day on the classroom poster. I allowed my students a check if they had worked diligently during the afternoon and been on good behavior. At the end of the week one of the Sisters would pass out prizes to the children that had four checks that week. Prizes typically included mechanical pencils, stuffed animals, or toy cars. Garaus, Furtmuler, & Guttel performed research that showed small rewards such as these had “the potential to enhance autonomous learning motivation” (p.53). I couldn’t agree more, John would be so excited each week to show me the math problems and writing exercises he had done on his

Using hands-on resources and manipulatives in mathematics is important for student’s development of mathematical content knowledge. Knaus & Featherstone (2014. p. 12) state that through the manipulation of objects in a mathematically rich environment children are able to achieve an understanding providing a bridge between everyday concepts and abstract concepts. Furthermore, manipulatives and play are linked. During play with manipulatives such as an age appropriately fill treasure basket children are able to explore a range of objects shapes, sizes, textures, weights, lengths and the mathematical language that is related to the objects (Knaus & Featherstone, 2014). According to, Connell, Shearer, Tobin and Harrod (2006) exploratory manipulatives provide students with the opportunity to explore their

This study will be focused on the concept of scaffolding and its relation to the zone of proximal development. In regard to scaffolding, this study will observe it impact on children completing eight different – yet almost identical in difficulty – puzzles over the course of two months, vs. a control group who have no aid in regard to scaffolding. The puzzles will be just outside the child’s age range (ex. For children 6-8) with the children all being 5.) Research into scaffolding is relevant to child development, as the conclusion of its helpful or detrimental effects can aid in researchers more comprehensive understanding of how children learn, and could aid in teaching them more effectively.

An interesting study that was done to compare concrete manipulatives to virtual ones showed that despite having the technological conveniences of today’s world, student teachers of this study preferred the ease and tangible effects of using concrete manipulatives. The 2011 study was conducted on 78 aspiring middle school math teachers. The student teachers met twice a week to work in groups while using concrete manipulatives including pattern blocks, fraction circles, Cuisenaire rods, two-color counters, and color tiles with a chip abacus. They followed this instruction with corresponding assignments while using virtual manipulatives. The student teachers were then directed to complete survey of questions that would compare both methods of

Using technology to measure patients overall health is not always an easy concept as the information is not always a finite number. Measurements are broken down into two different categories, direct measurements involving concrete values and indirect measurements that are abstract concepts (Grove, Gray, & Burns, 2015). Direct measurements include, BP, heart rate, respirations, temperature, height and weight. Conversely, indirect measurements are more complex and may need more than one way to measure this concept, for example, pain. Pain is an abstract measurement that Grove, Grey, and Burns (2016) describe well in their graph exploring the concept of pain. In this graph, each circle represents an area of pain to be measured; FACES pain

Many educators will argue what makes an effective teacher and how that correlates with the function of the classroom. When we talked about how to be an effective teacher we discussed three components, teaching through problem-solving and selecting appropriate tasks, creating appropriate environments and using appropriate interventions. In my field experience, I was able to observe these three effective mathematics teaching components and understand how they apply to the classroom. After leaning about these components, I was then able to use them in my personal experience and see how they

12 inches equal 1 foot. 3 feet equal 1 yard. 1,760 yards equal 1 mile. At a young age we are forced to memorize these countless conversions making school a real struggle, but what if there is an easier way. If you asked anyone else in the world about measurements, 10 cm equals 1 decameter. 10 decimeter equals 1 meter. 1,000 meters equals 1 kilometer. As a math student in the US, using the traditional system seems absolutely ridiculous; when compared to SI, none of the measurements are consistent or make sense. Take a look at the world, the International System of Measurements (SI) is used by every country around the world except for three. Liberia, Burma, and of course the US. In order to “Make America Great Again” the United States needs

Understanding cognition and how we learn is essential in the developmental stages of children. Not all students learn in the same way, understanding the cognitive process will assist in the development of the students. By modifying my approach when giving instructions I have noticed growth in current students that I am working with. Using concrete materials and giving the opportunity for students to be involved in hands-on activities on a daily basis, is essential in making new material meaningful to learners.. The knowledge gained from this topic has increased my understanding and is benefiting the children I am currently

Metrics are measuring systems that give the quantity of a trend, dynamic or characteristic. Practitioners to explain share findings, and the securities of a market use the measurements. It involves measuring the new opportunities and the investments needed to realize them. Marketers quantify the value of products, customers, and distribution channels all under various pricing and promotional scenarios. Measurements and metrics are used to justify budgets based on returns and to drive organizational growth and innovation. Most commonly used metrics involve numerical counting and reporting (Romaniuk et.al. 78). For instance, tracking downloads, website visitors, number of people attending relevant events, and the types of activities relating to metrics. Marketing metrics focuses on measuring the aggregated effectiveness and efficiency of marketing organization. Specifically, metrics include marketing’s impact on share preference, rate of customer acquisitions, average order value, rate of new product and service adoptions, customer buying frequency share and volume of business, customer engagement, rate of growth compared to competition and market and many others.

Figure 4 3. The extent and location of streams, model IDs, and watershed and Planning Area boundaries.