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.

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.

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.

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.

Math around the Clock

1985 ◽  
Vol 33 (3) ◽  
pp. 43-47
Author(s):  
Jeane M. Joyner
Keyword(s):  
Elementary School ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Basic Concepts

Good programs in elementary school mathematics should include activities for building enthusiasm for mathematics as well as teaching basic concepts. Special projects offer teachers opportunities to motivate their students while children practice computational skills. When a mathematics act ivity involves children in ways in which each individual can be successful and feel that his or her contribution is as valuable as the next child's, then the students feel good about themselves and about mathematics. Teachers can capture the interest of children who are not self-motivated and build enthusiasm for mathematics in the classroom through projects.

A Case and Techniques for Estimation: Estimation Experiences in Elementary School Mathematics—Essential, Not Extra!

1979 ◽  
Vol 26 (6) ◽  
pp. 46-51
Author(s):  
Phares O'Daffer
Keyword(s):  
Elementary School ◽  
Mathematics Teachers ◽  
Student Teacher ◽  
Middle Grades ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Oxford Dictionary

A few years ago, the estimation exercise shown in figure I appeared in some text materials for the middle grades. The source went on to say that the Oxford Dictionary defines the word “ floccipaucinihilipilification” as “the action of estimating is worthless.” Although the majority of elementary school mathematics teachers would probably disagree with the implications of this word, many children leave the elementary school with little, if any, skill in estimation. A student teacher recently raised the inevitab le question when she said, “I can't find any source where it tells how to do it. What is it and what good is it?”

Report of the Committee on Elementary-School Mathematics, of the Association of Mathematics Teachers of the Middle States and Maryland

1918 ◽  
Vol 10 (4) ◽  
pp. 198-204
Author(s):  
George B. Germann ◽  
Howard F. Hart ◽  
Agnes Long ◽  
John H. Minnick ◽  
C. P. Scoboria ◽  
...  
Keyword(s):  
Elementary School ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Final Report ◽  
Elementary School Mathematics

Your Committee on Elementary-School Mathematics is again under the painful necessity of dashing to earth any hopes and expectations which may have arisen from the announcement in the program looking forward to a final report.

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