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.

Implementing The Standards: The Role Of Technology in Teaching Mathematics

1990 ◽  
Vol 83 (1) ◽  
pp. 27-31
Author(s):  
Franklin Demana ◽  
Bert K. Waits
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Classroom ◽  
Graphing Calculators ◽  
Teaching Mathematics ◽  
Evaluation Standards ◽  
Mathematical Content ◽  
Technology In Teaching ◽  
To Come ◽  
The Many

Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) assumes that in grades 9–12 all students will have access to graphing calculators, that every mathematics classroom will have a demonstration computer available at all times, and that all students will have the opportunity to use computers in mathematics. Teachers must start now to implement the many technologies currently available and prepare for the explosion of technology to come in this decade. In this article we address some questions about technology that are sure to arise as we begin to implement the spirit and vision of the Standards. Our examples are drawn primarily from the use of graphing calculators in advanced algebra and beyond, but the questions are typical of those that arise with other technologies and other mathematical content.

Using Dynamic Geometry Software to Engage Students in the Standards for Mathematical Practice

2015 ◽  
pp. 227-256
Author(s):  
Milan Sherman ◽  
Carolyn McCaffrey James ◽  
Amy Hillen ◽  
Charity Cayton
Keyword(s):  
Mathematics Classroom ◽  
Dynamic Geometry ◽  
Mathematical Practice ◽  
Dynamic Geometry Software ◽  
Teaching Mathematics ◽  
Instructional Technologies ◽  
Mathematical Relationships ◽  
Case Based

This case provides readers with an opportunity to consider issues pertaining to the use of instructional technologies in the mathematics classroom. As a narrative case based on a lesson observed in a real classroom, the case reflects the complexities of this context, yet was written to highlight certain themes relevant to teaching mathematics with technology. In particular, how students use dynamic geometry software to explore mathematical relationships, how they engage with the Standards for Mathematical Practice, and the important role of the teacher in this process are prominent themes in the lesson.

Researching and Implementing in the Mathematics Classroom Australian Curriculum General Capabilities

2019 ◽  
pp. 386-391
Author(s):  
Jenny Missen
Keyword(s):  
Action Research ◽  
Mathematics Classroom ◽  
Teaching Mathematics ◽  
Action Research Project ◽  
Research Project ◽  
Australian Curriculum ◽  
Curriculum Area ◽  
Work Done

The Australian Curriculum (AC) provides teachers with a great amount of detail in each curriculum area. In addition to teaching these curricula, the AC requires incorporation of Cross-Curriculum Priorities and General Capabilities. This paper documents the work done on an action research project considering ways in which the General Capabilities (GCs) of the Australian Curriculum could be incorporated into teaching Mathematics and the difficulties I faced as a teacher researching during the teaching term.

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.

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.

In the classroom: Fun can be mathematics

1969 ◽  
Vol 16 (7) ◽  
pp. 575-582
Author(s):  
Charlotte W. Junge ◽  
Audrey Kopp ◽  
Robert Hamada
Keyword(s):  
Mathematics Classroom ◽  
Mathematical Thinking ◽  
Overhead Projector ◽  
Number Sequences ◽  
Paper And Pencil ◽  
Rules Of The Game ◽  
Mathematical Activities

Every mathematics classroom can be a laboratory where students experiment with numerical ideas. Two-way communication between teacher and class by means of games can foster an atmosphere of eager participation in mathematical activities. The games suggested below have characteristics that can stimulate the student's mathematical thinking by the use of number ideas and number sequences and patterns. Some of the exercises call for use of paper and pencil by students and either the chalkboard or the overhead projector for the teacher to show collection of data. Often each child may be asked for an oral response, thus allowing all to participate, as well as permitting the teacher to check if each student understands the rules of the game.

A Compelling Case for Calculators

1987 ◽  
Vol 34 (6) ◽  
pp. 16-19
Author(s):  
Bernard R. Yvon
Keyword(s):  
High Schools ◽  
Problem Solving ◽  
Final Section ◽  
Junior High ◽  
Mathematics Classroom ◽  
Junior High Schools ◽  
The Third ◽  
Creative Problem ◽  
The Many

Calculator can do a great deal for the mathematics classroom. The first part of this article will present six bonuses I have found that students and teacher experienced when using calculators in elementary, middle, and junior high schools. Next is a section on problem solving and creative problem making as well. Practical help for the teacher who wants to try calculators in the classroom appears in the third section, along with a teacher's checklist. The final section offers advice on personalizing the use of calculators for students and recognizing some of their limitations. I hope the reader will agree that the many pluses present a compelling case for calculator use in today's classroom.

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.

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