Mathematical Ability of Elementary School Children
Order ID:89JHGSJE83839 Style:APA/MLA/Harvard/Chicago Pages:5-10 Instructions:
Mathematical Ability of Elementary School Children
Conclusion
Purpose
This study’s primary purpose was to examine the relative contribution of social-behavioral predictors to reading and math skills.
Hypothesis
The early social-behavioral functions are related later academic skills.
Article #2 Longitudinal Predictors of Reading and Math Trajectories Through Middle School for African American Versus Caucasian Students Across Two Samples
Design
It is a co-relational study
The researcher attempts to identify the relationship between early reading and Mathematical ability of elementary school children for 1st grade to 9th grade students
The research sample groups based was formulated based on education level of mothers.
Participants
Sample size-1,364
Age range- 1rd to 9th grade students
Equal representation of Boy’s and girl’s
Ethnic breakup of sample
Caucasian
African American
Result
Reading out come
Early reading, mathematics, and expressive language skill are positively related to later reading skill.
Social skills, aggressive behavior and attention were not related to later reading growth.
Inverse relation between early mathematics skill related to later reading skill.
Results
Mathematic out come
Early expressive language skill is positively related to lather mathematic scores.
No significant evidence of early social skills positively related to later mathematics ability.
Early reading and early mathematics skills both positively related to later mathematics outcome.
Significant correlation found between early internalizing behavior and later mathematics skill.
Conclusion
Early expressive language has positive influence on early reading and later mathematical skills.
Theoretical perspective
Mathematical skill is a combination of different intelligence
Naturalist Intelligence (“Nature Smart”)
It is the human ability to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world (clouds, rock configurations).
Logical-Mathematical Intelligence (Number/Reasoning Smart)
Logical-mathematical intelligence is the ability to calculate, quantify, consider propositions and hypotheses, and carry out complete mathematical operations.
Linguistic Intelligence (Word Smart)
Linguistic intelligence is the ability to think in words and to use language to express and appreciate complex meanings.
Spatial Intelligence (“Picture Smart”)
Spatial intelligence is the ability to think. The Core capacities include mental imagery, spatial reasoning, image manipulation, graphic and artistic skills, and an active imagination.
Further Questions
Does all children with early reading ability could have strong mathematical skills?
Why some children are interested in mathematics and some are not?
In human life does linguistic ability or mathematical ability begins first?
Evaluation Rubric for Research Presentation
Total Assignment = 100 pts (=23% of course grade) 10 pts — Your research question/ appropriate selection of articles
and presentation length–total presentation should be no shorter than 20 and no longer than 40 slides 45 pts — Summary
of each study; please include for each study the following. a. Purpose of Study–what are the study’s research
questions? (6 pts) b. Design –First, answer this question: is this study experimental? quasi-experimental? or
correlational? Experimental=are there randomly assigned groups that were treated differently? Quasi-Experimental–are
there groups that naturally occurred–e.g., smokers vs. non-smokers–that were treated differently by the researcher?
Correlational–a group is described and the results show differences among the group members?
Second, IF the study has a developmental focus, analyze the developmental design: cross-sectional, longitudinal, or
sequential. (6 pts) c. Methods–include participants, materials/instruments, data collection techniques, and data analysis
techniques. After summarizing the methods, analyze what the researchers did in terms of the criteria of 1) objectivity, 2)
reliability, 3) validity, 4) representative sampling, and 5) replication. (21 pts) d. Findings–look for information indicating
significant differences–connect the findings back to the research hypotheses.
The findings should be contained in the Results section of the paper (6 pts) e. Conclusions–summary of authors’
interpretations from Discussion section (6 pts) 15 pts–Theoretical Perspective–what are the researchers’ (probably
implicit) perspectives on human development?–defend your decisions for each study with reasons (from the purpose,
design, data collection and analysis, results, and interpretation); you should 1) identify (2 pts), 2) explain (5 pts), and 3)
defend (8 pts) whether the perspective of each study is organismic, cognitive-developmental, cognitive-learning,
behavioral, psychodynamic, contextual, or humanistic. If possible, to determine the specific theory being tested by the
study, further analyze the origins of the developmental approach being used. Be sure to defend your point of view. 15
pts — Take Home Message–having read these two studies (notice this is a comparative analysis), what do you now
believe? (=conclusions, 5 pts) What other questions do you have? (=future research questions, 5 pts) What can you not
know for sure? (=limitations, 5 pts) 15 pts — Communicative Effectiveness a. Presence of a brief introduction and
conclusion (2 pts) b. Does paper flow? (please use headings) (3 pts) c. Are words misspelled or used incorrectly, are
subject-verb agreements correct? (4 pts) d. Correct use of in-text citation (e.g., refer to studies by the authors’ last
names and year of publication)–please note that the only proper way to refer to a study in formal writing is by the last
names of the authors and the year of publication. No article titles should appear in the narrative. (3 pts) e. Style of
references (3 pts) For both d. and e. please follow the APA Manual of Style, 6th ed. An APA tutorial is available under the
Cunningham Memorial Library’s home page (see online tutorials).
Mathematical Ability of Elementary School Children
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
You Can Also Place the Order at www.collegepaper.us/orders/ordernow or www.crucialessay.com/orders/ordernow