What Every Mathematics Teacher Ought to Read (Seventeen Opinions)

1972 ◽  
Vol 65 (7) ◽  
pp. 637-641
Author(s):  
Lowell Leake
Keyword(s):  
High School ◽  
Elementary School ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Financial Resources ◽  
Limited Time ◽  
Teacher Needs

THE current wealth of good literature in mathematics education is a great blessing for mathematics teachers at all levels —high school, elementary school, and college. For many teachers, especially the beginners, this horn of plenty presents a perplexing problem; with limited time or financial resources, the mathematics teacher needs guidance as to what literature would be most beneficial for him to read and, it is, hoped to own.

The Atlanta meeting of the National Council of Teachers of Mathematics

1964 ◽  
Vol 11 (6) ◽  
pp. 449-450
Keyword(s):  
High School ◽  
Elementary School ◽  
Mathematics Education ◽  
Rational Numbers ◽  
National Council ◽  
Peach Tree ◽  
College Level ◽  
Probability And Statistics ◽  
The City

In the height of autumn, the City of Peachtree Street in the Peach Tree State will be the locale of the Atlanta Meeting of the National Council of Teachers of Mathematics. This event, a first of its kind for Atlanta and for Georgia, is designed to attract persons interested in mathematics, kindergarten to the college level. From geometry in the kindergarten to probability and statistics in high school; from the rational numbers in the elementary school to applications of mathematics in the senior high school, from the role of reading to the role of the administrator in improving mathematics education; in short, whatever aspects of mathematics on the school and college levels fascinate one will be presented during the Atlanta Meeting, November 19-21, 1964.

Thanks from the Editorial Panel

2018 ◽  
Vol 111 (7) ◽  
pp. 558-559
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
School Mathematics ◽  
High School Mathematics ◽  
College And University ◽  
Mathematics Educators ◽  
High School Mathematics Teachers

The success of Mathematics Teacher is very much dependent on the volunteer efforts of many mathematics educators. Those who serve as department editors, manuscript referees, and publications and courseware reviewers include high school mathematics teachers, curriculum designers, college and university mathematicians, and teacher educators. Their contributions are deeply appreciated.

What is Wrong With Teachers of Mathematics?

1933 ◽  
Vol 26 (8) ◽  
pp. 455-456
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Short Description ◽  
National Council ◽  
Missionary Work ◽  
Individual Support ◽  
Teacher Needs ◽  
The Individual

The National Council of Teachers of Mathematics needs the individual support of two groups of teachers of mathematics who are not members. The first group consists of those teachers who, according to their own testimony, have never heard of the National Council of Teachers of Mathematics or The Mathematics Teacher, to say nothing of the yearbooks published annually by the Council. If anyone doubts that the situation is serious, let him travel about the country and talk to groups of teachers. It will soon be obvious that some vigorous missionary work needs to be done. Surely no meeting of mathematics teachers of any importance should be held anywhere without someone's giving at least a short description of the work that the Council is trying to do and what a teacher needs to do to become a member of the organization. If reports that come to the office of The Mathematics Teacher are true, many meetings of mathematics teachers are held and not one word is said about the magazine or the yearbooks, and no one is urged to join the Council. The office of The Mathematics Teacher will gladly send subscription blanks describing the work of the Council to anyone who is interested enough in the work we are trying to do to write us about them.

The College Board Scholastic Aptitude Test: An Overview of the Mathematical Portion

1978 ◽  
Vol 71 (3) ◽  
pp. 168-180
Author(s):  
James S. Braswell
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Scholastic Aptitude Test ◽  
School Mathematics ◽  
High School Mathematics ◽  
Aptitude Test ◽  
College Board ◽  
Current Information ◽  
Scholastic Aptitude

From time to time I have been asked to speak to groups of high school mathematics teachers about the mathematical portion of the Scholastic Aptitude Test (SAT). This article affords an opportunity to provide current information about this test to a greater audience of mathematics teachers and others interested in mathematics education.

Some Thoughts about Fractions

2007 ◽  
Vol 12 (7) ◽  
pp. 370-373
Author(s):  
Zalman P. Usiskin
Keyword(s):  
Mathematics Education ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Education Community ◽  
The Future ◽  
Editorial Essay

The writing of “The future of fractions” in 1978 was motivated by a single incident, the quote that begins the article. That quote—indicating that fractions would become obsolete—is from an editorial essay in the Virginia Mathematics Teacher by Lucien Hall. Hall was an active, responsible, and knowledgeable member of the mathematics education community, and when I saw what he had written, I knew that his statement represented the beliefs of many other mathematics teachers and educators. I felt that his statement and this broader view of the impending demise of fractions had to be addressed.

Links to Literature: The Polar Express to Early Algebraic Thinking

2009 ◽  
Vol 16 (5) ◽  
pp. 300-307
Author(s):  
Debra Johanning ◽  
William B. Weber ◽  
Christine Heidt ◽  
Marian Pearce ◽  
Karen Horner
Keyword(s):  
High School ◽  
Elementary School ◽  
Mathematics Education ◽  
Elementary School Teachers ◽  
Algebraic Thinking ◽  
School Teachers ◽  
Early Grades ◽  
Education Community

Algebra in the early grades (pre-K-2) is a relatively new focus area in the mathematics education community. As students, many of today's elementary school teachers did not study algebra until they were in high school.

scholarly journals KEMAMPUAN VISUAL-SPATIAL THINKING DALAM GEOMETRI RUANG MAHASISWA UNIVERSITAS KUNINGAN

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Sumarni Sumarni ◽  
Anggar Titis Prayitno
Keyword(s):  
High School ◽  
Elementary School ◽  
Mathematics Education ◽  
College Student ◽  
Spatial Thinking ◽  
Education Student ◽  
Ability Test ◽  
Perpendicular Line ◽  
Visual Spatial ◽  
Thinking Ability

Abstract Geometry is a branch of mathematics that is taught in school, from elementary school, high school and college. Student Mathematics Education Kuningan University in the course Geometry 3D which gained less than satisfactory achievements in the course of the geometry 3D. The ability visual thinking and spatial thinking affect learners' achievements in learning the geometry. Authors interested in diagnosing the difficulties Student Mathematics Education of Kuningan University in the course Geometry 3D through Ability Test of Visual-Spatial Thinking. The purpose of this study is to diagnose visual-spatial thinking abilities Student of Kuningan University and describe efforts to improve student results in the course of the geometry 3D. Based on the exposure of the work about the ability of visual-spatial thinking and discussion it can be concluded that: a) The ability of visual-spatial thinking mathematics education student Kuningan University is still low, especially students who are capable of moderate and low. Students are still experiencing difficulties in resolving problems related to the concept of a perpendicular line and projections; distance of points, lines and areas; as well as the angle between the line and the field; b) The ability of visual-spatial thinking is a skill that must be developed in studying the geometry 3D, one of the low result of learning the geometry 3D is due to the ability of visual-spatial thinking is still low; c) One effort to improve visual-spatial thinking ability of students is learning the geometry of space through problem-based learning with assisted software GeoGebra.Keywords: Visual-Spatial Thinking Ability, Geometri 3D

scholarly journals PKM Pemanfaatan Modul Berbantuan GeoGebra dalam Pembelajaran Aplikasi Integral SMA di Balikpapan

2019 ◽  
Vol 1 (1) ◽  
pp. 35-38
Author(s):  
Suci Yuniarti ◽  
Tri Hariyati Nur Indah Sari ◽  
Husnul Khotimah
Keyword(s):  
High School ◽  
Elementary School ◽  
Community Service ◽  
Mathematics Teachers ◽  
Mathematics Learning ◽  
Senior High School ◽  
Vocational School ◽  
Learning Modules ◽  
Service Activity ◽  
Implementation Method

The community service activity is conducted in the form ofa counselingabout the use of GeoGebra-aided modul in integral application learning.This activity aims to add knowledge about the use of GeoGebra-aided modul in mathematics learning especially integral application learning to mathematics teachers. The implementation method consists of four stages namely preparation, action, evaluation and report. This one day activity were attended by 26 mathematics teachers from elementary school, junior and senior high school and vocational school in Balikpapan at the 7th Floor G Building of Balikpapan University. The presented material consists of the use of GeoGebra-aided modul in integral application topic namely area of plane regions and volume of solids of revolution. This community service activity run well and smoothly and in accordance with the planning. Based on the carried activities, it is expected for mathematics teachers to create learning modules that appropriate with their students� conditions in the class and integrate various multimedia to support their mathematics learning process.Keywords: modul, geogebra, integral application

scholarly journals Jogos e álgebra voltados para formação de professores de matemática da EJA: o que revelam as pesquisas?

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
DOSÍLIA ESPÍRITO SANTO BARRETO ◽  
BARBARA LUTAIF BIANCHINI
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Literature Review ◽  
Mathematics Teachers ◽  
Doctoral Thesis ◽  
9Th Grade ◽  
Catholic University ◽  
Teaching Of Mathematics ◽  
Algebraic Language ◽  
And Mathematics

ResumoEsse trabalho é de caráter bibliográfico e traz a revisão de literatura realizada para a construção da tese de doutorado, da primeira autora e orientada pela segunda,  cujo tema é: Os jogos e a linguagem algébrica para a formação de professores de Matemática da EJA do Ensino Fundamental II. A revisão de literatura foi embasada no site de Catálogo de teses e dissertações da CAPES e no site da Biblioteca da PUC-SP de 2015 à 2018. Foram selecionadas cinco dissertações de mestrado e duas teses de doutorado nas universidades brasileiras nos campos da Educação, Matemática e da Educação Matemática, pois tinham maior ligação com o nosso objeto de investigação que foram divididas em três categorias: formação de professores da EJA, os jogos no ensino da Matemática e gamificação e a Matemática. Os trabalhos foram lidos em seus resumos e a partir dos dados foi possível concluir que há falta de formação para professores de Matemática da modalidade EJA e que os jogos são recursos que possibilitam a interação, a motivação e promovem aprendizagem Matemática. Palavras-chave: Jogos; Álgebra; EJA; Professores; Matemática.AbstractThis work is bibliographical and brings the literature review performed for the construction of the doctoral thesis, from the first author and guided by the second one, its theme is: Games and algebraic language for the formation of mathematics teachers of the Education for Youth and Adults students (EJA, in Brazil) of Elementary School II (from 6th to 9th grade, in Brazil). The literature review was based on the CAPES (Coordination for Improvement of Graduated Students, in Brazil) Thesis and Dissertations Catalogue website and on the PUC-SP (Pontifical Catholic University, in São Paulo) Library website from 2015 to 2018. Five master's dissertations and two doctoral thesis were selected in Brazilian universities in the fields of Education, Mathematics and Mathematics Education, as they have a greater connection with our research object they were divided into three categories: teacher training of the EJA, the games in the teaching of Mathematics and Gamification and Mathematics. The papers were read in their abstracts and from the data it was possible to conclude that there is a lack of training for mathematics teachers of the EJA modality and games are resources that enable interaction, motivation and promote mathematical learning.Keywords: Games; Algebra; EJA; Teachers; Mathematics. 

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