scholarly journals Coaching the coaches : supporting university supervisors in the supervision of elementary mathematics instruction.

2012 ◽  
Author(s):  
Stefanie Livers
Keyword(s):  
Mathematics Instruction ◽  
Elementary Mathematics ◽  
University Supervisors ◽  
Elementary Mathematics Instruction

Strategies for Basic-Facts Instruction

1999 ◽  
Vol 5 (9) ◽  
pp. 508-515
Author(s):  
Andrew C. Isaacs ◽  
William M. Carroll
Keyword(s):  
Mathematics Instruction ◽  
Elementary Mathematics ◽  
Second Graders ◽  
Basic Number ◽  
Elementary Mathematics Instruction ◽  
Basic Facts ◽  
Number Facts

In a class of beginning second graders, children explained with these typical replies how they solved the number fact 8 + 7: “I know 7 + 7 is 14, and 1 more is 15”; “8 + 2 makes 10. But 7 has 5 more, so the answer is 15”; and “I just knew the answer was 15.” Teaching basic number facts like 8 + 7 has been a goal of elementary mathematics instruction for more than 100 years and continues to be important today.

The importance of structure, clarity, representation, and language in elementary mathematics instruction

2017 ◽  
Vol 10 (2) ◽  
pp. 106-127 ◽  
Author(s):  
Holly Henderson Pinter ◽  
Eileen G. Merritt ◽  
Robert Q. Berry ◽  
Sara E. Rimm-Kaufman
Keyword(s):  
Mathematics Instruction ◽  
Elementary Mathematics ◽  
Elementary Mathematics Instruction

Brief Reports: Nongraded Instruction, Mathematics Ability, and Mathematics Achievement in Elementary Schools

1982 ◽  
Vol 13 (1) ◽  
pp. 61-66
Author(s):  
E. Murray Rudisill ◽  
Betty H. Yarborough ◽  
Roger A. Johnson
Keyword(s):  
Elementary Schools ◽  
Mathematics Achievement ◽  
Mathematics Instruction ◽  
Elementary Mathematics ◽  
Relative Effectiveness ◽  
Control Groups ◽  
Mathematics Ability ◽  
Elementary Mathematics Instruction ◽  
And Mathematics ◽  
Experimental Group

This study was designed to determine the relative effectiveness of a nongraded approach to elementary mathematics instruction and a traditional graded approach by comparing an experimental group of pupils who had had six years of nongraded mathematics instruction with three control groups who had had six years of traditional graded mathematics instruction.

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