Students strategy uses in the calculation of the area of ​​the circle : A study of students individual strategy development when discussing in heterogeneousgroups with a focus on the concept of area

This study aims to investigate students’ strategy use in performing problem-solving tasks about the measurement of a circle's area, and whether the students' individual strategy thinking develops during discussions about strategic choices in heterogeneous groups. The theories that are linked to this study are Strategy use, Heterogeneity, and Classroom norms. The theories about strategy use are about the student’s choice of strategies and about the students' understanding of the strategy they choose to use. The theory about Classroom norms indicates that teachers and other students influence students' mathematical reasoning and calculation. Finally, the theory about Heterogeneity, tells us how students' different knowledge levels, backgrounds and experiences influence the development of mathematics. The study was implemented in two classes from year six in primary school, where a total of four heterogeneous groups from these classes were created. The students had to individually perform three problem-solving tasks which involved calculating the area of ​​the circle. The students were taught different strategies for making these calculations and they could use any strategy. Students then discussed their solution strategies in groups before they had to solve the next task.  The results of the research show that the only relevant strategy used in the four groups was the multiplication strategy. The reason why the students used the multiplication strategy was directly connected to the classroom norms the teacher had presented. Therefore, students learned the multiplication strategy and they implemented it immediately without understanding why they calculated it in that way. Because the students only used one relevant strategy to calculate the area of ​​the circle in all groups, there was no exchange of strategies. There was, however, an exchange of experience. Since the students who used irrelevant strategies understood how other students solved the problem-solving tasks about the area of ​​the circle with the multiplication strategy. As a result of the discussions in heterogeneous groups, the students who used irrelevant strategies started using the multiplications strategy eventually.

Students strategy uses in the calculation of the area of ​​the circle : A study of students individual strategy development when discussing in heterogeneousgroups with a focus on the concept of area

This study aims to investigate students’ strategy use in performing problem-solving tasks about the measurement of a circle's area, and whether the students' individual strategy thinking develops during discussions about strategic choices in heterogeneous groups. The theories that are linked to this study are Strategy use, Heterogeneity, and Classroom norms. The theories about strategy use are about the student’s choice of strategies and about the students' understanding of the strategy they choose to use. The theory about Classroom norms indicates that teachers and other students influence students' mathematical reasoning and calculation. Finally, the theory about Heterogeneity, tells us how students' different knowledge levels, backgrounds and experiences influence the development of mathematics. The study was implemented in two classes from year six in primary school, where a total of four heterogeneous groups from these classes were created. The students had to individually perform three problem-solving tasks which involved calculating the area of ​​the circle. The students were taught different strategies for making these calculations and they could use any strategy. Students then discussed their solution strategies in groups before they had to solve the next task.  The results of the research show that the only relevant strategy used in the four groups was the multiplication strategy. The reason why the students used the multiplication strategy was directly connected to the classroom norms the teacher had presented. Therefore, students learned the multiplication strategy and they implemented it immediately without understanding why they calculated it in that way. Because the students only used one relevant strategy to calculate the area of ​​the circle in all groups, there was no exchange of strategies. There was, however, an exchange of experience. Since the students who used irrelevant strategies understood how other students solved the problem-solving tasks about the area of ​​the circle with the multiplication strategy. As a result of the discussions in heterogeneous groups, the students who used irrelevant strategies started using the multiplications strategy eventually.

Textsamtal utifrån samtalsmodellen "Jag undrar" : Implementering av Aidan Chambers samtalsmodell vid textsamtal innom svenskämnet i årskurs 6

During our four years as teacher students we have identified a lack within pupil’s text discussions. We have noticed that these discussions do not promote pupils’ abilities to think, reflect and to be critical against a text. In our and Aidan Chambers opinions, this is a very important aspect to develop within the education. Therefore, this study is a development project where our ambition is to implement Aidan Chambers talk approach called “Tell me”. We believe that this model has potential to develop the abilities that is pushed aside in the pupil’s current text discussions. The research questions for this study are: How do pupils’ show reading skills in text discussions while implementing Chambers book talk approach? What differences do students experience between literature education with Chambers book talk approach and their earlier literature education? These questions are answered by two qualitative methods, classrooms observations and group interviews with the pupils. The purpose of the observations is to answer the first question about pupils’ reading skills in discussions and the interviews are aimed to answer the second question about their experiences, where their answers are needed. The analysis of this study is based on three theoretical concepts. Performance competence and Literary transfer competence are two of the theoretical concepts developed by Örjan Torell (2002). The third one is exploratory talk developed by Douglas Barnes (1978). The results of this study show that pupils’ reading skills takes more place in the text discussions. We have noticed that Chambers approach has given the pupils space and possibilities to question the text, think critically and to see patterns. However, it can be rewarding to adapt this approach to one´s own pupils so that all the pupils are included in the discussions.

STUDY SOME PROPERTIES OF LOCAL AND STORM DUST PHENOMENA IN BAGHDAD CITY

This investigation has been conducted to study some properties of local storm dust phenomena in Baghdad city. The monthly average of dust (g/m²)  in Baghdad  range from 10.2 g/m²  in Nov. to 43.7 g/m² in April. The local dust has a high Aerobic bacteria total count (Abtc) and O.M (% ) compare to the storm dust. This may be due to the contamination of dust particularly the local dust. The correlation  coefficients between Abtc (No./100ml) Organic Matter (O.M)%  and EC mmhos/cm, PH, Ca%,  Mg%, Na meq/100g, Na meq/100 g, K meq/100 g and dust, g/m²  have been done. The results indicate high relationships between Abtc ( No./ 100ml) Organic matter (O.M)%. The local dust (x) has high relationships with Abtc and O.M (% ) as examples. These  have the follow Equation s: 1. O.M. % = 3.805 - 0.054 X, r =   0.9534,  describe the relation between O.M %  and the studied local dust(x). 2. Abtc  NO.  = -8.725E2 + 56.623 X, r =   0.7733, describe the relation between  Abtc  NO.  and the studied local dust(x). The local  dust  samples are more contaminated compare to the storm dust  samples in the city