Clubs: Hubbard High School Mathematics Contest

1981 ◽  
Vol 74 (2) ◽  
pp. 123-124
Author(s):  
Betty L. Baker
Keyword(s):  
High School ◽  
Elementary School ◽  
Elementary Schools ◽  
School Mathematics ◽  
Eighth Grade ◽  
Classroom Teachers ◽  
High School Mathematics ◽  
Elementary School Mathematics ◽  
Chicago Area ◽  
Eighth Grade Students

Since 1973 one of the most popular activities of the Hubbard High School (Chicago) chapter of Mu Alpha Theta bas been its annual Elementary School Mathematics Contest. The competition, which involves eighth-grade students from neighboring public and parochial elementary schools, is patterned after a once-popular Chicago area television quiz show called “It's Academic.” In 1980 sixteen schools and forty-eight students, selected by their classroom teachers, participated in this contest.

Teaching Geometry with Tangrams

1982 ◽  
Vol 30 (2) ◽  
pp. 34-38
Author(s):  
Dorothy S. Russell ◽  
Elaine M. Bologna
Keyword(s):  
High School ◽  
Elementary School ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Formal Structure ◽  
Elementary School Mathematics ◽  
Teaching Geometry ◽  
Geometric Concepts ◽  
School Mathematics Curriculum

What is the most neglected area of the elementary school mathematics curriculum? The answer, probably, is geometry. Too many people think of geometry as a formal structure, like the course they had in high school. As a result. they do not see its relevance to the elementary school mathematics curriculum. Activities that introduce children to geometric concepts provide experiences that help children develop and reinforce spatial perceptions.

So-called Shortcuts Often Cause Confusion

1947 ◽  
Vol 40 (2) ◽  
pp. 62-64
Author(s):  
Edith L. Mossman
Keyword(s):  
High School ◽  
Senior High School ◽  
School Mathematics ◽  
Eighth Grade ◽  
First Year ◽  
High School Mathematics ◽  
College Mathematics ◽  
Algebra Theory ◽  
And Algebra

In arithmetic through the eighth grade and in first year algebra, is not the thorough understanding of fundamental principles of first importance? That this need of first importance has not been generally taken care of, is evidenced in many ways: (1) Such reports as that given by Admiral Nimitz, pointing out the weakness of our boys in junior and senior high school mathematics. (2) J. Kadushin's statements about the inability of men in the factories to handle simplest work in fractions, and their fear of taking any course in mathematics. (3) Constant complaint from teachers of physics, chemistry and algebra theory as to ignorance of the formula: what it is, what can and cannot be done to it. (4) The experience of much tutoring going on in universities, showing that great numbers have trouble with college mathematics because they did never really understand their work in arithmetic and algebra.

Sharing Teaching Ideas: Detective Stories in Junior High School Mathematics

1981 ◽  
Vol 74 (6) ◽  
pp. 434-490
Author(s):  
Ernest Woodward ◽  
J. Sam Tolleson ◽  
James Metz ◽  
Eleanor M. Goldstein
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
Eighth Grade ◽  
High School Mathematics ◽  
Detective Story ◽  
Entire Class ◽  
Eighth Grade Students ◽  
Detective Stories ◽  
Teaching Ideas

One of our goals should be to present students with challenging and motivating problem-solving activities. The detective story format is one setting that seems to capture the interest of our eighth-grade students. In creating these stories one of our purposes was to construct clues to reinforce previously developed concepts and skills. Usually we presented individual students with mimeographed copies of the detective stories, along with directions for solving the problems. Occasionally we presented the clues, one by one, to the entire class. We used detective stories as part of regular assignments, but they can also be used as problem-of-the-week items or as bonus problems on tests.

Soundoff: Nctm's Standards, Curriculum Reform, And High School Mathematics Teachers

1990 ◽  
Vol 83 (7) ◽  
pp. 510-512
Author(s):  
William S. Hadley
Keyword(s):  
High School ◽  
Curriculum Reform ◽  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Major Obstacle ◽  
Classroom Teachers ◽  
High School Mathematics ◽  
K 12 ◽  
High School Mathematics Teachers

With the release of NCTM's curriculum standards in the spring of 1989, emphasis on mathematics-curriculum reform at all levels K-12 has been renewed. Reform is obviously long overdue, but one major obstacle stands in the way of its achievement: the classroom teachers. Given t he proper opportunities, however, teachers can become the key to success.

Wanted—your comments

1968 ◽  
Vol 15 (5) ◽  
pp. 437
Author(s):  
C. Alan Riedesel
Keyword(s):  
Elementary School ◽  
Mathematics Instruction ◽  
School Mathematics ◽  
Classroom Teachers ◽  
Limited Time ◽  
Research Information ◽  
Elementary School Mathematics ◽  
Dissemination Of Research ◽  
Research Findings ◽  
Statistical Background

This month we should like to raise a question concerning the dissemination of research information: How can information concerned with elementary school mathematics instruction be most effectively developed so that classroom teachers and others with limited time and statistical background can make use of research findings on specific topics?

Using research in teaching: Diagnosing and remediating systematic errors in addition and subtraction computations

1975 ◽  
Vol 22 (2) ◽  
pp. 151-157 ◽  
Author(s):  
L. S. Cox
Keyword(s):  
Elementary School ◽  
Systematic Errors ◽  
School Mathematics ◽  
Financial Resources ◽  
Classroom Teachers ◽  
Elementary School Mathematics ◽  
Addition And Subtraction ◽  
Hand Calculator

What can classroom teachers do to help children who have difficulty with computational skills? Some people may argue that teachers need not worry about computational skills because of the increasing availability of miniaturized calculators. Such an argument assumes that an individual will (1) know what operation should be used; (2) have the financial resources to buy hand calculators; (3) have a hand calculator at his fingertips every time he needs to add, subtract, multiply, or divide; and (4) be able to determine the reasonableness of an answer once it has been derived. These assumptions are difficult to satisfy. The development of basic computational skills clearly should not be neglected; it remains one of the objectives of elementary school mathematics programs.

Improving the Teaching of High School Mathematics

1941 ◽  
Vol 34 (2) ◽  
pp. 72-75
Author(s):  
Elizabeth Sue Dice
Keyword(s):  
High School ◽  
Elementary Schools ◽  
Secondary Schools ◽  
School Mathematics ◽  
Time Study ◽  
Graduate Schools ◽  
High School Mathematics ◽  
Nursery Schools ◽  
Long Time ◽  
Teaching Of Mathematics

The Texas Section is to be commended for beginning a long-time study of improving the teaching of mathematics in Texas. The teachers of the secondary schools welcome the opportunity to work with the college group. The teachers of the elementary schools are just as interested. The problem of improving the teaching— and the studying—of all subjects is one which should challenge the interest of parents and of teachers from the nursery schools through the graduate schools.

Field Project in Junior High School Mathematics

1945 ◽  
Vol 38 (7) ◽  
pp. 327-328
Author(s):  
Gladys Pyatt
Keyword(s):  
High School ◽  
Junior High School ◽  
Grade Level ◽  
Elementary Mathematics ◽  
Junior High ◽  
Daily Life ◽  
School Mathematics ◽  
Laboratory Work ◽  
Eighth Grade ◽  
High School Mathematics

The idea is rapidly gaining recognition that elementary mathematics would profit greatly from the introduction of field and laboratory work. Arithmetic has too often been taught as a skill unrelated to life outside the classroom. If arithmetic is to be fully meaningful, greater care must be taken to assure understandings that function in daily life. In this paper is presented a unit of work that was carried out with pupils on the eighth grade level in which they were taken out of the classroom for observation and first hand information.

Teachers, researchers: Two proposals

1968 ◽  
Vol 15 (8) ◽  
pp. 723-724
Author(s):  
C. Alan Riedesel
Keyword(s):  
Elementary School ◽  
School Mathematics ◽  
Classroom Teachers ◽  
Elementary School Mathematics

The purpose of this month's “Focus on Research” is to make two suggestions that are designed to increase participation in this column. They are also designed to increase dialogue between classroom teachers and researchers concerned with elementary school mathematics.

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.

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