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Utilizing Mathematical Thinking in Addressing Primary Students’ Adjustment to a New School Environment at an International School
International Journal of Elementary Education
Volume 4, Issue 3, June 2015, Pages: 56-64
Received: Apr. 19, 2015; Accepted: Apr. 26, 2015; Published: May 12, 2015
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Stefanos Gialamas, American Community Schools of Athens, Athens, Greece
Alessandra Sax, American Community Schools of Athens, Athens, Greece
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The effects of a peer-buddy support program on new students’ adjustment in grades 3-5, to a new school environment at an international school were examined. The study was conducted at the American Community Schools of Athens (ACS- Athens). The program was named “The Owl-Buddy Peer Program” and was developed to assist and support participants of the study in adjusting to school. Research focused on determining the effectiveness of the program. Data was collected every two weeks, over a three month period; comparisons of the overall mean of the total scores of the questionnaire were analyzed. Utilization of mathematical thinking and in particular Chebyshev's (1843) theorem, allowed for the interpretation of the results and conclusions, whether the program was successful or not. Results were positive on students adjusting to the new school and also yielded more satisfaction with life in general, from the start to the end of the program.
Adjustment, Peer-Buddy, Primary Students, Quantitative Analysis, School Counseling, Mathematical Thinking, International Schools
To cite this article
Stefanos Gialamas, Alessandra Sax, Utilizing Mathematical Thinking in Addressing Primary Students’ Adjustment to a New School Environment at an International School, International Journal of Elementary Education. Vol. 4, No. 3, 2015, pp. 56-64. doi: 10.11648/j.ijeedu.20150403.13
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