The Work of the National Council

1956 ◽  
Vol 3 (6) ◽  
pp. 252
Author(s):  
Howard F. Fehr
Keyword(s):  
Elementary School ◽  
Board Of Directors ◽  
Vice President ◽  
School Mathematics ◽  
School Level ◽  
National Council ◽  
Elementary School Mathematics ◽  
The Board Of Directors

THE NATIONAL COUNCIL of Teachers of Mathematics is deeply concerned with and interested in the teaching of arithmetic. It recognized that arithmetic is the basis of all succeeding study of mathematics. The Council has made sure that problems on teaching arithmetic will be given adequate attention by including on its Board of Directors a vice president at the elementary school level. Usually several other members of the Board of Directors are also directly involved in the improvement of instruction in arithmetic. There now exists a definite program of service to the instruction in elementary school mathematics. This program consists of three major areas, namely, publications, meetings, and committees.

Developing Spatial Thinking In The Middle Grades: Designing A Space Station

1990 ◽  
Vol 37 (6) ◽  
pp. 59-63
Author(s):  
Barbara Moses
Keyword(s):  
Elementary School ◽  
Mathematics Curriculum ◽  
Space Station ◽  
Physical World ◽  
School Mathematics ◽  
Spatial Thinking ◽  
National Council ◽  
Elementary School Mathematics ◽  
Geometric Figures ◽  
Spatial Sense

The recently published Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, Commission on Standards for School Mathematics 1989, 21) clearly states that educators should devote less attention to “ complex paper-andpencil computations” and “rote memorization of rules.” The time currently spent in the elementary school mathematics curriculum on these topics should instead be devoted to other areas, such as geometry and problem solving. Students should “visualize and represent geometric figures with special attention to developing spatial sense” and learn to appreciate “geometry as a means of describing the physical world” (p. 112). But elementary school mathematics textbooks typically contain few activities that deal with the development of spatial sense.

Research into Practice: Calculators and Constructivism

1990 ◽  
Vol 38 (2) ◽  
pp. 22-23
Author(s):  
Grayson H. Wheatley ◽  
Douglas H. Clements
Keyword(s):  
Elementary School ◽  
School Mathematics ◽  
National Council ◽  
Elementary School Mathematics ◽  
Grade Levels ◽  
Paper And Pencil

Many conflicting views have emerged about the place of calculators in elementary school mathematics. Some teachers and many parents believe that the use of calculators will undermine mastery of the “basic” and thus should not be used, at least until students “know their facts” and are proficient with paper-and-pencil computations. Others suggest that in today's society, facility with calculators is essential. The National Council of Teachers of Mathematics has, for many years now, held the position that calculators hould be used at all grade levels.

Suggested content for research articles published in “The Arithmetic Teacher”

1967 ◽  
Vol 14 (7) ◽  
pp. 581-583
Author(s):  
C. Alan Riedesel
Keyword(s):  
Elementary School ◽  
School Mathematics ◽  
School Level ◽  
Research Articles ◽  
Classroom Teachers ◽  
Wide Audience ◽  
Elementary School Mathematics ◽  
Publication Record ◽  
Research Article ◽  
Mathematics Educators

Over the years since its advent in 1954 The Arithmetic Teacher has developed into the largest publisher of research articles concerned with elementary school mathematics. In fact, out of 799 research studies identified by Suydam1 (published in fifty journals between 1900 and 1965), 158 appeared in The Arithmetic Teacher. This number represents more research reports in elementary school mathematics than were published by any other journal. This publication record is very appropriate since The Arithmetic Teacher reaches a wide audience of persons interested in mathematics on the elementary school level. It is read by classroom teachers, supervisors, principals, mathematics educators, and educational researchers interested in elementary school mathematics.2 With this audience, which varies greatly in research background, it is essential that reports be accurate, informative, concise, and readable. It is our contention that a research article can be so clearly written that it is informative to both the technical and nontechnical reader.

Research in the teaching of elementary school mathematics

1965 ◽  
Vol 12 (7) ◽  
pp. 547-549
Author(s):  
Kenneth E. Brown ◽  
Theodore L. Abell
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
School Mathematics ◽  
National Council ◽  
Elementary School Mathematics ◽  
The U.S ◽  
Research In Mathematics Education

To obtain information about the research in mathematics education, the U.S. Office of Education, with the assistance of the National Council of Teachers of Mathematics, sent a questionnaire to 1,049 colleges that offered graduate work in mathematics education, or whose staffs or students had made contributions to previous studies. Replies were received from 645 colleges. Many reported no research in mathematics education in the calendar years 1961–62, but requested a report of the survey. Approximately 50 investigations were reported in the area of elementary school mathematics, Grades 1–8.

Developmental Algorithms Have a Place in Elementary School Mathematics Instruction

1989 ◽  
Vol 36 (5) ◽  
pp. 14-16
Author(s):  
George M. A. Stanic ◽  
William D. McKillip
Keyword(s):  
Elementary School ◽  
Mathematics Instruction ◽  
Developmental Period ◽  
School Mathematics ◽  
National Council ◽  
Elementary School Mathematics ◽  
Standard Algorithm ◽  
Concrete Materials ◽  
Mathematical Sciences

Perhaps the two most neglected elements of elementary school mathematics instruction are getting children ready for the formal introduction of a concept or skill and giving students the opportunity to develop an understanding of the concept or skill before mastery is expected. Both of these elements—readiness and development—have been given too little time in the classroom. This article deals with one aspect of the developmental period—the use of developmental algorithms to teach a rithmetic skills. During the developmental period in teaching children arithmetic skills, children make the transition from using concrete materials to using a standard algorithm. Given the changes taking place in elementary school mathematics instruction due to calls for the increased use of calculators and computers (e.g., Conference Board of the Mathematical Sciences [1975]; National Council of Teachers of Mathematics [1980]), we need to ask whether developmental algorithms are helpful or unnecessarily confusing for children.

Convention Previews

1961 ◽  
Vol 8 (2) ◽  
pp. 89-90
Keyword(s):  
Elementary School ◽  
Annual Meeting ◽  
Mathematics Teachers ◽  
Special Interest ◽  
School Mathematics ◽  
National Council ◽  
Elementary School Mathematics ◽  
Hilton Hotel

The Thirty-ninth Annual Meeting of the National Council of Teachers of Mathematics, to be held in the Conrad-Hilton Hotel, Chicago, Illinois, April 5–8, 1961, should be of special interest to elementary-school mathematics teachers.

Candidates for N.C.T.M. Offices—1952 Ballot

1952 ◽  
Vol 45 (2) ◽  
pp. 139-144
Keyword(s):  
High School ◽  
Board Of Directors ◽  
Junior High School ◽  
Junior High ◽  
Vice President ◽  
School Mathematics ◽  
High School Mathematics ◽  
The Board Of Directors ◽  
One Year

The 1952 Nominating Committee presents the persons listed below as candidates for the designated offices on the Board of Directors. Two candidates are presented for each office. The term of office for Director is three years, and for President and Vice President is two years. However, the office of Vice President representing the field of Junior High School Mathematics is a newly created office, for which election will normally be held during odd-numbered years. This office is therefore to be filled this year for a term of one year.

Elementary school mathematics in the 1970s

1971 ◽  
Vol 18 (6) ◽  
pp. 385
Author(s):  
John R. Clark
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
National Science Foundation ◽  
School Mathematics ◽  
Reform Movement ◽  
National Council ◽  
Elementary School Mathematics ◽  
National Science ◽  
Mathematics And Science

Following the successful launching of Sputnik, Congress created the National Science Foundation with instructions and funds to upgrade the scholarship of teachers of mathematics and science. Prestigious professors of mathematics, in cooperation with committees of the Mathematics Association of America and the National Council of Teachers of Mathematics, set out to produce a modern program of instruction in school mathematics. The then-existing programs were analyzed and found to be seriously inadequate in structure, in definitions and assumptions, in development of properties of operation with their appropriate symbolism, and in precision of vocabulary. During the early 1960s institutes and writing teams were engaged in producing and promoting the so-called new mathematics. The resulting reform movement in mathematics education eclipsed any previous one, both in scope and in speed of implementation.

Editorial

1977 ◽  
Vol 8 (4) ◽  
pp. 241
Author(s):  
James W. Wilson
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Secondary School ◽  
School Mathematics ◽  
School Level ◽  
Present Issue ◽  
Elementary School Mathematics ◽  
Secondary School Level

In the April 1957 issue of the Arithmetic Teacher, Fred Weaver provided a bibliography on the research in the teaching of arithmetic from 1951 through 1956. This established the annual listing of research pertaining to elementary school mathematics that was to grow and continue in the Arithmetic Teacher for 14 years. In 1971, the listing was expanded to include the secondary school level and was published in the Journal for Research in Mathematics Education. The present issue of JRME contains the seventh JRME listing.

Report of the Nominating Committee

1955 ◽  
Vol 48 (2) ◽  
pp. 119-123
Keyword(s):  
High School ◽  
Board Of Directors ◽  
Junior High School ◽  
Junior High ◽  
Vice President ◽  
School Level ◽  
College Level ◽  
High School Level ◽  
The Board Of Directors ◽  
Junior High School Level

The Committee on Nominations and Elections presents the persons listed below as candidates for office of Vice-President, College Level; Vice-President, Junior High School Level; and additional members of the Board of Directors. There are two candidates for each position.

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