The Art of Teaching: Classroom Practice in the Teaching of Everyday Mathematics I

1941 ◽  
Vol 34 (8) ◽  
pp. 368-369
Author(s):  
Raymond J. Mejdak
Keyword(s):  
Classroom Practice ◽  
Everyday Mathematics ◽  
Logical Sequence ◽  
Art Of Teaching ◽  
The Mind ◽  
Algebraic Thought

Probably the hardest thing for the teacher of Mathematics is to get the nonmathematical-minded pupils to think mathematically. The teacher of Algebra knows how difficult it is for pupils to transfer arithmetical thought into algebraic thought. Likewise the teacher of Geometry, in his attempt to develop a logical sequence of thought in the minds of pupils, encounters much difficulty. The teacher of Everyday Mathematics is not immune from similar trouble. The teachers of Mathematics are constantly endeavoring to instill into the mind of pupils the principles that make for the development of the powers of reasoning.

The Art of Teaching

1938 ◽  
Vol 31 (3) ◽  
pp. 129-131
Author(s):  
Wallace B. Graham
Keyword(s):  
Class Group ◽  
Objective Measure ◽  
General Intelligence ◽  
Short Article ◽  
Specific Subject ◽  
Teaching Unit ◽  
Art Of Teaching ◽  
Method Of Instruction ◽  
The Mind ◽  
The Given

The practice of giving a test at the end of each teaching unit or series of units is an accepted method of instruction. A lengthy justification of this procedure is not my aim in this short article. To achieve some sort of an objective measure of the pupil's ability is probably the most apparent purpose of a test. Whether this rating is of benefit to pupil or teacher is of little importance. To one who has been handling a class group regularly, both the general intelligence and specific subject abilities of each member of the class, are quite evident. A justification of the given mark in the mind of the pupil seems to me to be of definite importance. The test tends to do this, for it minimizes the subjective ranking, thus creating a better understanding between pupil and instructor.

scholarly journals Exploring links between foundation phase teachers’ content knowledge and their example spaces

2013 ◽  
Vol 3 (2) ◽  
pp. 16 ◽  
Author(s):  
Samantha Morrison
Keyword(s):  
South African ◽  
Content Knowledge ◽  
Mathematics Teaching ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Mathematics Content Knowledge ◽  
Mathematics Teaching And Learning ◽  
Example Spaces ◽  
The Mind ◽  
Example Space

This paper explores two foundation phase teachers’ example spaces (a space in the mind where examples exist) when teaching number-related topics in relation to snapshots of their content knowledge (CK). Data was collected during a pilot primary maths for teaching course that included assessments of teacher content knowledge (CK). An analysis of a content-knowledge focused pre-test developed for the larger study indicated a relatively high score for one teacher and a low score for the other. Using Rowland’s (2008) framework, an analysis of classroom practice showed associations between a higher CK and the extent of a teacher’s example space and more coherent connections between different representational forms. Although no hard claims or generalisations of the link between teachers’ example spaces and their level of mathematics content knowledge can be made here, this study reinforces evidence of the need to increase teachers’ CK from a pedagogic perspective in order to raise the level of mathematics teaching and learning in the South African landscape.

scholarly journals Inseparability of science history and discovery

2010 ◽  
Vol 1 (1) ◽  
pp. 25-41
Author(s):  
J. M. Herndon
Keyword(s):  
Plate Tectonics ◽  
Inner Core ◽  
Giant Planet ◽  
Science History ◽  
Core Convection ◽  
Precise Understanding ◽  
Logical Sequence ◽  
Planetary Magnetic Fields ◽  
The Mind ◽  
Theoretical Considerations

Abstract. Science is very much a logical progression through time. Progressing along a logical path of discovery is rather like following a path through the wilderness. Occasionally the path splits, presenting a choice; the correct logical interpretation leads to further progress, the wrong choice leads to confusion. By considering deeply the relevant science history, one might begin to recognize past faltering in the logical progression of observations and ideas and, perhaps then, to discover new, more precise understanding. The following specific examples of science faltering are described from a historical perspective: (1) Composition of the Earth's inner core; (2) Giant planet internal energy production; (3) Physical impossibility of Earth-core convection and Earth-mantle convection, and; (4) Thermonuclear ignition of stars. For each example, a revised logical progression is described, leading, respectively, to: (1) Understanding the endo-Earth's composition; (2) The concept of nuclear georeactor origin of geo- and planetary magnetic fields; (3) The invalidation and replacement of plate tectonics; and, (4) Understanding the basis for the observed distribution of luminous stars in galaxies. These revised logical progressions clearly show the inseparability of science history and discovery. A different and more fundamental approach to making scientific discoveries than the frequently discussed variants of the scientific method is this: An individual ponders and through tedious efforts arranges seemingly unrelated observations into a logical sequence in the mind so that causal relationships become evident and new understanding emerges, showing the path for new observations, for new experiments, for new theoretical considerations, and for new discoveries. Science history is rich in "seemingly unrelated observations" just waiting to be logically and causally related to reveal new discoveries.

How Homo economicus lost her mind and how we can revive her

2018 ◽  
Vol 41 ◽  
Author(s):  
Peter DeScioli
Keyword(s):  
Economic Thought ◽  
History Of Economic Thought ◽  
Homo Economicus ◽  
Economic Theories ◽  
Target Article ◽  
History Of ◽  
The Mind ◽  
And Behavior

AbstractThe target article by Boyer & Petersen (B&P) contributes a vital message: that people have folk economic theories that shape their thoughts and behavior in the marketplace. This message is all the more important because, in the history of economic thought, Homo economicus was increasingly stripped of mental capacities. Intuitive theories can help restore the mind of Homo economicus.

Metaphors in the Mind

2019 ◽  
Author(s):  
Jeannette Littlemore
Keyword(s):  
The Mind

The Mind at Work

1989 ◽  
Author(s):  
W. T. Singleton
Keyword(s):  
The Mind
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