Pupils respond to the modern elementary mathematics

1965 ◽  
Vol 12 (2) ◽  
pp. 144-146
Author(s):  
Laura Newell
Keyword(s):  
Elementary Mathematics ◽  
Teaching Mathematics ◽  
Learning Situation ◽  
The Many

Teachers of elementary mathematics are conscious of the many changes which are taking place in the program of teaching mathematics. There is general agreement that mathematics should be taught meaningfully, that children should have an opportunity to participate in a learning situation which stimulates thinking, which creates a spirit of inquiry, and which stresses the acquiring of ideas and the relationships that exist.

Learning through doing in teacher education: a proposal

1974 ◽  
Vol 21 (5) ◽  
pp. 436-438
Author(s):  
Barker Bausell ◽  
William B. Moody
Keyword(s):  
Elementary Education ◽  
Elementary School Teachers ◽  
Elementary Mathematics ◽  
Mathematics Curriculum ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Education Major ◽  
College Textbook ◽  
Textbook Writer ◽  
Elementary Education Major

The rationale for teaching mathematics to prospective elementary school teachers is quite straightforward. A teacher must obviously have some knowledge of the discipline's subject matter in order to insure adequate learning on the part of instructed students. This is normally accomplished by requiring the elementary education major to take a prescribed number of courses dealing with concepts deemed relevant to the elementary mathematics curriculum. The problem with this procedure is that the college textbook writer must himself arbitrarily decide which concepts are relevant and which are not. The purpose of the present article is to propose a procedure for teaching mathematics to propective teachers that avoids much of this arbitrariness.

Problem solving and the development of cognitive structure

1969 ◽  
Vol 16 (1) ◽  
pp. 11-15
Author(s):  
Thomas C. O'brien ◽  
Bernard J. Shapiro
Keyword(s):  
Problem Solving ◽  
Cognitive Structure ◽  
Educational Practice ◽  
The Other ◽  
Teaching Mathematics ◽  
Mathematical Ideas ◽  
Basic Purpose ◽  
Mental Operations ◽  
The Many ◽  
Concrete Operations

A basic purpose of teaching mathematics is to develop a learner's problemsolving behavior. On the other hand, knowledge of mathematical ideas can evolve from problem-solving activities of the learner. As indicated by Piaget, the building of cognitive structure is a process of evolution by stages from sensorimotor activities through concrete operations to formal operations (mental operations not directly rooted in physical experience). The purpose of the following introduction is to consider two of the many implications that Piaget's findings have for educational practice, and then to relate these implications to a problem-solving activity that the teacher may wish to try with his class.

Some thoughts on teaching mathematics to disadvantaged groups

1964 ◽  
Vol 11 (5) ◽  
pp. 319-322
Author(s):  
Herbert Fremont
Keyword(s):  
Learning Experiences ◽  
Teaching Mathematics ◽  
Disadvantaged Children ◽  
Disadvantaged Groups ◽  
Nature Of Mathematics ◽  
The Many

It is difficult to teach mathematics effectively to any child. The need of most children for concrete learning experiences, coupled with the inherent abstract nature of mathematics, makes for difficult teaching in the best of situations. Add to this the many personal troubles that the student from a low socio-economic neighborhood brings to school with him, and you begin to get a sense of the immensity of the challenge facing the teacher of mathematics with disadvantaged children.

Seventeenth Annual Summer Meeting

1957 ◽  
Vol 50 (5) ◽  
pp. 410-411
Keyword(s):  
Mathematics Education ◽  
Mathematics Teachers ◽  
Teaching Mathematics ◽  
The Many ◽  
Annual Summer ◽  
The U.S

Contemporary mathematics, new trends in mathematics education, and current problems of teaching mathematics will be highlighted at the 1957 Summer Meeting of The rational Council of Teachers of Mathematics at Carleton College. Outstanding leaders in mathematics and education from all parts of the U.S. will participate in the meetings. Mathematics teachers wilt share their successful techniques at the many sessions on current teaching problems.

Connecting Research to Teaching: Probability and Statistics

1993 ◽  
Vol 86 (3) ◽  
pp. 244-248
Author(s):  
J. Michael Shaughnessy
Keyword(s):  
Teaching And Learning ◽  
Teaching Mathematics ◽  
Classroom Communication ◽  
Approaches To Teaching ◽  
Evaluation Standards ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Present Information ◽  
Probability And Statistics ◽  
The Many

This issue introduces a new department to the Mathematics Teacher, “Connecting Research to Teaching.” Articles will focus on mathematical and pedagogical ideas related to the NCTM's Curriculum and Evaluation Standards (1989) and the Professional Standards for Teaching Mathematics (1991). Authors will strive to present information to help teachers (1) understand students' conceptions or misconceptions of important ideas, (2) consider various approaches to teaching, and (3) offer activities that probe students' understanding. Although research offers no one correct answer to the many perplexing problems surrounding teaching and learning mathematics, the suggestions and perspectives may help teachers pursue their work with new insights. It is hoped that the department will also stimulate researchers to reflect on connecting research to the classroom. Communication and collaboration between teachers and researchers will benefit both groups and help each grow in appreciation of the other's tasks.

scholarly journals Content knowledge level of elementary mathematics teachers: The case of a school district in the Philippines

2020 ◽  
Vol 15 (3) ◽  
pp. 619-633
Author(s):  
Craig N. Refugio ◽  
Patrick G. Galleto ◽  
Clint D. Noblefranca ◽  
Hermie V. Inoferio ◽  
Arturo O. Macias ◽  
...  
Keyword(s):  
Content Knowledge ◽  
Mathematics Teachers ◽  
Elementary Mathematics ◽  
Teaching Experience ◽  
The Philippines ◽  
Teaching Mathematics ◽  
Knowledge Level ◽  
Training Design ◽  
Graduate Studies ◽  
Proficiency Level

Demonstrating knowledge of content requires teachers to display extensive knowledge of the critical concepts in the discipline. This study was set up to provide a research-based landscape of the content knowledge level of elementary mathematics teachers viewed in the local district of Ayungon in the Division of Negros Oriental, Philippines. Survey and correlational methods of research were used in the study involving 95 non-randomly selected teachers.  Results revealed that the content knowledge level of the teachers was approaching proficiency.  The teachers’ educational attainment, number of training attended, and the number of years in teaching mathematics were not significantly related to their content knowledge level. It was concluded that teaching experience and professional development in the form of pursuing graduate studies and attending training did not have bearing with the content knowledge level possessed by the teachers.  However, the teachers were inferred as resourceful and committed to teaching mathematics despite their weaknesses in the content knowledge to share with their learners.  Hence, enhancement training in all areas in mathematics is to be provided to elementary mathematics teachers by implementing the training design developed by the researchers.  The ultimate goal is to develop further the content knowledge, mastery, and skills of the teachers to achieve the highest proficiency level in mathematics.   Keywords: Content knowledge, proficiency level, enhancement training design  

scholarly journals PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP PERKALIAN MELALUI PENDEKATAN PEMBELAJARAN KONSTRUKTIVISME PEMBELAJARAN MATEMATIKA DI KELAS 3 SDN CIBADUYUT 4

2016 ◽  
Vol 1 (2) ◽  
pp. 262-271
Author(s):  
Linda Kusmawati ◽  
Gigin Ginanjar S
Keyword(s):  
Lesson Plan ◽  
Constructivist Learning ◽  
Teaching Mathematics ◽  
Learning Approach ◽  
Learning Material ◽  
Constructivist Approach ◽  
Learning Mathematics ◽  
Grade 3 ◽  
The Many ◽  
Cognitive Maturity

The learning approach that is held in generally still conventional still dominated by a class that focuses on teachers as the main source. Just as in mathematics, in learning the teacher directly convey the formulas, definitions, rules, laws, concepts, procedures, and algorithms. Learners are expected to mimic what the teacher described the math lessons that it provides. One of the many alternative approaches applied in teaching mathematics is to use a constructivist approach. This approach is an effort to improve understanding of the concept of learners towards learning mathematics. Constructivist learning approach assumes that learners should be active mentally build knowledge structures based on cognitive maturity has. With regard dengaan classroom action research that uses a constructivist approach in teaching mathematics to increase understanding of the concept of learning material multiplication in third grade at SDN Cibaduyut 4 Districts Bandung Kidul Bojongloa by the number of learners as many as 40 children. The instrument used in this study is a learning device that consists of a lesson plan and worksheets, data collection instruments consisted of the test and non-test. From the research we concluded that constructivist learning approach can improve understanding of the concept of multiplication for learners grade 3 SDN Cibaduyut 4. Seen from the attitude that learners can give a positive response to learning that have significant impact on the quality of the learning process and learning outcomes of students.

Tips for Beginners: Using the overhead projector in an algebra class

1962 ◽  
Vol 55 (2) ◽  
pp. 135-139
Author(s):  
Alan R. Osborne
Keyword(s):  
Mathematics Classroom ◽  
Teaching Mathematics ◽  
Overhead Projector ◽  
The Many ◽  
Algebra Class

Most teachers of mathematics could make better use of audiovisual materials in addition to the blackboard. Though it is hard to imagine teaching mathematics without a blackboard, one should be cognizant of the many audiovisual tools which exist and are of particular use in the mathematics classroom. The purpose of this article is to point out advantages derived from using an audiovisual tool called the overhead projector and to describe inexpensive accessories that are of use specifically in an algebra class.

Issues and Aids for Teaching Mathematics to the Blind

1997 ◽  
Vol 90 (5) ◽  
pp. 344-349 ◽  
Author(s):  
Thomas Dick ◽  
Evelyn Kubiak
Keyword(s):  
North America ◽  
Visually Impaired ◽  
Special Populations ◽  
Teaching Mathematics ◽  
Blind And Visually Impaired ◽  
Visually Impaired Students ◽  
The Many ◽  
Partially Sighted

Efforts at inclusion and mainstreaming are pervasive in classrooms across North America. One of the many special populations formerly segregated but currently mainstreamed includes blind or partially sighted students. In this article we discuss some of the challenges faced by blind and visually impaired students and some of the tools available to help these students in their efforts to learn mathematics.

By Way of Introduction: Finding What Works: When Practice and Research Meet

2007 ◽  
Vol 14 (3) ◽  
pp. 131
Author(s):  
P. Mark Taylor
Keyword(s):  
Mathematics Education ◽  
Best Practices ◽  
Instructional Strategies ◽  
Web Sites ◽  
Elementary Mathematics ◽  
Mathematics Classroom ◽  
Teaching Mathematics ◽  
What Works

What are the “best practices” in mathematics education, and how do they get into the classroom? How do teachers learn about new and interesting ways to approach teaching mathematics? How do you find what works? This focus issue of Teaching Children Mathematics emphasizes identifying instructional strategies, activities, and assessment schemes that are effective in the elementary mathematics classroom. With an enormous library of books, Web sites, and other resources vying for one's attention, where is a teacher to start?

Sign in / Sign up

Export Citation Format

Share Document