Mathematical Ability of Elementary School Children Case Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Mathematical Ability of Elementary School Children Case Assignment
This study’s primary purpose was to examine the relative contribution of social-behavioral predictors to reading and math skills.
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
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.
Age range- 1rd to 9th grade students
Equal representation of Boy’s and girl’s
Ethnic breakup of sample
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.
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.
Early expressive language has positive influence on early reading and later mathematical skills.
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.
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 Case Assignment
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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