Let's consider the function!

1967 ◽  
Vol 14 (4) ◽  
pp. 280-284
Author(s):  
Rosemary C. Anderson
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Mathematics ◽  
Elementary Grades ◽  
School Teachers ◽  
Elementary School Mathematics ◽  
Clear Cut ◽  
Concept Of Function ◽  
Mathematics Program ◽  
And Function

In 1963 the Cambridge Conference on School Mathematics recommended the introduction of the ideas of set and function in the early elementary grades [4].* Other groups have made similar recommendations. Set concepts have received much attention in the last ten years, and these ideas are fairly clear-cut to many elementary school teachers today. But what is really meant by the concept of function, and how is this concept to be implemented in the elementary school mathematics program? This article will attempt to clarify the meaning of function and point out what is being done and what could be done to emphasize this concept.

The case for a more universal number-line model of subtraction

1973 ◽  
Vol 20 (1) ◽  
pp. 61-64
Author(s):  
Sister Marijane Werner
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Teaching Strategy ◽  
Number Line ◽  
School Teachers ◽  
Guided Discovery ◽  
Elementary School Mathematics ◽  
Whole Numbers ◽  
Single Exception ◽  
Mathematics Program

The use of a number line as a model for the four fundamental operations of mathematics has become a fairly common and effective teaching strategy. The number line has been the means to guided discovery for many pupils in the elementary school mathematics program. However, the model of subtraction of whole numbers on the number line that authors and editors of textbooks for teachers and pupils have commonly used has severe limitations. The single exception to this observation is the thirtieth yearbook of the NCTM, More Topics in Mathematics for Elementary School Teachers (1969), but the approach used there has not caught fire. Perhaps we need to rekindle the fire.

Pembelajaran Matematika Melalui Metode Bermain

2019 ◽  
Vol 3 (2) ◽  
pp. 134
Author(s):  
Nur Erawaty ◽  
Syamsuddin Thoha ◽  
Hasmawati B. ◽  
Kasbawati Kasbawati ◽  
Naimah Aris ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Elementary School Students ◽  
School Mathematics ◽  
Learning Method ◽  
School Teachers ◽  
School Students ◽  
Elementary School Mathematics ◽  
Learning Mathematics ◽  
The City

The achievement of Mathematics contestants from the City of Makassar is very concerning. In March 2018 elementary school mathematics competition was held. Of the 186 participants from Makassar, there were only 56 students who got scores above zero. Only about 30%. Other students get zero or less than zero (negative). There was a decrease in interest and achievement in Mathematics in elementary school students in Makassar. The solution offered was training for Mathematics Elementary School teachers by emphasizing learning method with playing. This is intended so that children have enjoyed Mathematics from the beginning so that in the future the interest in learning Mathematics will be even greater.

Focal point: The training of elementary school mathematics teachers

1963 ◽  
Vol 10 (1) ◽  
pp. 42-43
Author(s):  
J. Fred Weaver
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
Focal Point ◽  
School Mathematics ◽  
School Teachers ◽  
Elementary School Mathematics ◽  
School Mathematics Curriculum ◽  
Exploratory Programs

Appropriate training for elementary school teachers who provide instruction in mathematics has been a concern of long standing. This concern has been in creased in recent years as various exploratory programs have begun to exert an influence on the content of the elementary school mathematics curriculum.

scholarly journals THE OPINION OF THE INSTITUTE STUDENTS WHERE THE ELEMENTARY SCHOOL TEACHERS WILL TRAIN ABOUT THE APPLICATION OF MANY METHODS IN MATHEMATICS

2021 ◽  
Vol 6 (2(25)) ◽  
pp. 38-41
Author(s):  
R. Magsar ◽  
B. Hadbaatar
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Mathematics ◽  
School Teachers ◽  
Elementary School Mathematics ◽  
Advantages And Disadvantages ◽  
School Practice ◽  
Primary School Mathematics ◽  
Before And After ◽  
Elective Course

In elementary school mathematics, the application of many methods is less common in high school practice. Therefore, in this study, we studied the opinion of students who will become teachers in primary school mathematics about the application of many methods in mathematics. Before and after the elective course, students are asked questions to determine the advantages and disadvantages of using several methods and interviewed, analyzed the results and made conclusions.

scholarly journals Pendampingan Pembuatan dan Penggunaan Alat Peraga Dakota Pada Pembelajaran FPB dan KPK

2018 ◽  
Vol 8 (1) ◽  
pp. 66
Author(s):  
Ana Istiani ◽  
Yunni Arnidha
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Elementary Mathematics ◽  
School Mathematics ◽  
Learning Material ◽  
School Teachers ◽  
Learning Materials ◽  
Elementary School Mathematics

The application of character learning to elementary mathematics requires certain techniques. In the mathematics of elementary school teachers should use abstract media. Problems that arise in elementary school mathematics teacher in Kecamatan Negeri Katon is lack of knowledge in using props, in this case on FPB material and KPK. In addition, teachers are still confused in choosing the props that should be used on every learning material. To overcome this is used DAKOTA props that can facilitate students' understanding in learning FPB and KPK materials. The method used in this devotion is the making of DAKOTA props using rigid boards. From the results of this devotion activity obtained the spirit of mathematics teachers and the emergence of ideas to make props on other learning materials.

Re-education in mathematics for elementary school personnel: in-service programs—one way to solve the problem

1964 ◽  
Vol 11 (6) ◽  
pp. 413-417
Author(s):  
Joseph A. Izzo ◽  
Ruth Kelley Izzo
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Effective Instruction ◽  
School Personnel ◽  
School Mathematics ◽  
School Teachers ◽  
Service Programs ◽  
Mathematics Program ◽  
Elementary School Personnel

The recent revolution in school mathematics—the term associated with developments which have produced the so-called modern programs in mathematics—has presented a challenge to elementary school teachers. The challenge is to acquire sufficient background in mathematics to enable them to provide effective instruction in the mathematics program presently suggested for the elementary school.

Forum on teacher preparation: Games and algorithms—a new view in elementary school mathematics for teachers

1970 ◽  
Vol 17 (4) ◽  
pp. 342-346
Author(s):  
Francis J. Mueller
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Teacher ◽  
School Teachers ◽  
Service Program ◽  
University Of Maryland ◽  
Elementary School Mathematics ◽  
Service Programs ◽  
Mathematics Program ◽  
The University

Did you know that an in-service program, even a mathematics in-service program, can be fun? Did you know that a mathematics program can be relevant, even for elementary school teachers? Some people feel that elementary school teachers generally do not like mathematics and that this cannot be changed. The Maryland State Department of Education has joined force with the University of Maryland to develop the Maryland Elementary Mathematics In-Service Program (MEMIP). This program has been built on the belief that in-service programs can be fun and relevant, and that elementary school teacher can learn and enjoy mathematics. Support for MEMIP has come from both the U.S. Office of Education and the National Science Foundation.

Reviews and Evaluations

1969 ◽  
Vol 62 (6) ◽  
pp. 511-513
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Mathematics ◽  
School Teachers ◽  
Preservice Training ◽  
Elementary School Mathematics ◽  
Introductory Course ◽  
Modern Mathematics

The author states (p, ix): “The purpose of this book is to prepare teachers to teach the modern elementary school mathematics pro grams. … The book is designed primarily as an introductory course in modern mathematics for the in-service and preservice training of elementary school teachers.”

scholarly journals Fast and Accurate Calculation Techniques to Support Mathematics Learning of Elementary School Teachers in Takalar Regency

2020 ◽  
Vol 1 (2) ◽  
pp. 63-70
Author(s):  
R. Rusli ◽  
Suradi Tahmir ◽  
Fajar Arwadi ◽  
H. Hastuty
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Learning ◽  
School Mathematics ◽  
School Teachers ◽  
Fast Calculation ◽  
Elementary School Mathematics ◽  
Calculation Technique ◽  
Learning Mathematics

The application of fast calculation techniques in supporting the learning mathematics in this training activity aimed to increase the understanding of elementary school mathematics teachers about the fast calculation method that can be applied in basic algebraic calculation. The implementation of this activity was expected to improve the quality of Elementary School Mathematics education in Takalar Regency. This training used demonstration and question-and-answer methods about the fast calculation technique performed by elementary school teachers in Takalar Regency. The implementation of this activity began with observations and interviews with the Head of the Teacher and Education Personnel Division at the Takalar Regency Education Office. This activity was carried out by Syncronouse Online using the Zoom meeting application due to the Covid-19 Pandemic. There were 33 participants who attended the training. Based on the results of a questionnaire on the teacher’s perceptions about the use of fast calculation techniques, all teachers find this technique helpful. Therefore, the teachers will use this technique in teaching arithmetic to their students. Abstrak Penerapan teknik berhitung cepat sebagai penunjang pembelajaran Matematika dalam Kegiatan pelatihan ini bertujuan untuk meningkatkan pemahaman guru- guru matematika sekolah dasar akan sebuah metode berhitung cepat yang dapat diterapkan dalam operasi dasar berhitung aljabar. Target khusus yang ingin dicapai dalam kegiatan ini adalah meningkatnya mutu pendidikan Matematika Sekolah Dasar di Kabupaten Takalar. Metode yang digunakan dalam pelaksanaan pelatihan ini berupa metode demonstrasi dan tanya jawab tentang teknik berhitung cepat yang dilakukan oleh guru-guru sekolah dasar Se-Kabupaten Takalar. Adapun kegiatan ini dimulai dengan observasi dan wawancara dengan kepala bidang guru dan tenaga kependidikan Dinas Pendidikan Kabupaten Takalar. Kegiatan ini dilaksanakan secara Daring Syncronouse menggunakan aplikasi meeting Zoom dikarenakan wabah Pandemi Covid – 19 masih mengganas. Peserta yang hadir saat pelaksanaan pelatihan sebanyak 33 orang. Hasil angket persepsi guru tentang penggunaan teknik berhitung cepat semua guru-guru merasa senang dengan kemampuan ini, demikian pula bahwa guru-guru akan memanfaatkan teknik ini dalam membelajarkan berhitung bagi murid-muridnya.

Powerful Software to Enhance the Elementary School Mathematics Program

2002 ◽  
Vol 8 (6) ◽  
pp. 364-370
Author(s):  
John Kerrigan
Keyword(s):  
Elementary School ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Future Teachers ◽  
Practicing Teachers ◽  
Elementary School Mathematics ◽  
Mathematics Program ◽  
Software Programs ◽  
School Mathematics Curriculum ◽  
Mathematics Software

Over the last fifteen years, using software evaluations from the Arithmetic Teacher and Teaching Children Mathematics as one of our guides, my students and I have reviewed many mathematics software programs. Our quest was to find engaging and easy-to-use software for integration into the elementary school mathematics curriculum. We discovered good, fair, and poor mathematics software on today's market. In in-service workshops and preservice methods classes, we demonstrated what we found to be good software to current and future teachers and were usually surprised to find that most of them had never seen or heard of the software, even though many of the good programs have been around for a few years. The fact that most practicing teachers have never been exposed to this powerful mathematics software motivated me to write this article.

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