Is Discrete Mathematics the New Math of the Eighties?

1985 ◽  
Vol 78 (5) ◽  
pp. 334-338
Author(s):  
Eric W. Hart
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Basic Skills ◽  
Discrete Mathematics ◽  
The Past ◽  
Mathematics Curricula ◽  
New Math

In the past thirty years a number of trends in mathematics curricula have been observed. We've seen new math, basic skills, problem solving, and, most recently, discrete mathematics. The aim here is to look more closely at discrete mathematics. It is being touted by its proponents as a much needed revolution in mathematics education. With this claim in mind it seems useful to consider simultaneously the last revolution in mathematics education the so-called new math looking for parallels and any possible lessons to be learned.

“New math” in the gay nineties

1976 ◽  
Vol 23 (3) ◽  
pp. 165-166
Author(s):  
Gary A. Deatsman
Keyword(s):  
Nineteenth Century ◽  
Mathematics Education ◽  
School Mathematics ◽  
Rote Learning ◽  
Mathematics Curricula ◽  
New Math

I had always assumed that the development of school mathematics curricula since the nineteenth century had been characterized by fairly steady progress accelerated by the “new math” movement of the last decade. Back in the days of horse and buggy, mathematics education was supposedly strictly rote learning of rules and algorithms with little or no understanding. Endless drill was employed to produce the army of accurate human calculators needed before machines were developed to take over this work.

Guiding Young Children in Successful Problem Solving

1982 ◽  
Vol 29 (5) ◽  
pp. 15-17
Author(s):  
Kil S. Lee
Keyword(s):  
Problem Solving ◽  
Young Children ◽  
Conference Report ◽  
School Mathematics ◽  
National Council ◽  
Mathematical Skills ◽  
The Past ◽  
Mathematics Educators ◽  
Mathematics Curricula

In the past twenty years, problem solving has received much attention from mathematics educators. Inclusion of imaginative problems in school mathematics curricula was recommended in the 1963 Cambridge Conference report. Problem solving was the first of the ten basic mathematical skills identified by the National Council of Supervisors of Mathematics in 1976 and the position of the NCSM was endorsed by the National Council of Teachers of Mathematics in 1978. “That problem solving be the focus of school mathematics in the 1980s” is the first of eight recommendations expressed in An Agenda for Action: Recommendations for School Mathematics of the 1980s published by the NCTM.

Effects of Hand-Held Calculators in Precollege Mathematics Education: A Meta-Analysis

1986 ◽  
Vol 17 (2) ◽  
pp. 83-99 ◽  
Author(s):  
Ray Hembree ◽  
Donald J. Dessart
Keyword(s):  
Student Achievement ◽  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Instruction ◽  
Basic Skills ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Self Concept ◽  
Inferential Statistics ◽  
Ability Levels

The findings of 79 research reports were integrated by meta-analysis to assess the effects of calculators on student achievement and attitude. Effect sizes were derived by the method invented by Glass and tested for consistency and significance with inferential statistics provided by Hedges. At all grades but Grade 4, a use of calculators in concert with traditional mathematics instruction apparently improves the average student's basic skills with paper and pencil, both in working exercises and in problem solving. Sustained calculator use in Grade 4 appears to hinder the development of basic skills in average students. Across all grade and ability levels, students using calculators possess a better attitude toward mathematics and an especially better self-concept in mathematics than students not using calculators.

When and How Can We Use Modeling?

1989 ◽  
Vol 82 (9) ◽  
pp. 722-726
Author(s):  
Frank Swetz
Keyword(s):  
Mathematical Modeling ◽  
Mathematics Education ◽  
Problem Solving ◽  
Secondary School ◽  
North American ◽  
The State ◽  
The Past ◽  
School Classroom ◽  
Mathematical Applications

Increasingly over the past ten years, national conferences and committees investigating the state of North American mathematics education have urged an increased instructional emphasis on problem solving and mathematical applications (CBMS 1975; NCTM 1989). But despite these repeated recommendations and exhortations, in general, little progress has been made on the introduction and use of mathematicalmodeling techniques in the secondary school classroom. In part, teachers are unsure about just what mathematical modeling is and why and how it should be incorporated into the curriculum. Let's examine each one of these issues separately.

scholarly journals A RELATIONSHIP BETWEEN PROBLEM SOLVING ABILITY AND STUDENTS’ MATHEMATICAL THINKING

2017 ◽  
Vol 6 (1) ◽  
pp. 21
Author(s):  
Nita Delima
Keyword(s):  
Information System ◽  
Information Systems ◽  
Mathematics Education ◽  
Problem Solving ◽  
Quantitative Method ◽  
Mathematical Thinking ◽  
Discrete Mathematics ◽  
Education Department ◽  
Mathematics Courses ◽  
Know How

This research have a purpose to know is there an influence of problem solving abilty to students mathematical thinking, and to know how strong problem solving ability affect students mathematical thinking. This research used descriptive quantitative method, which a population is all of students that taking discrete mathematics courses both in department of Information Systems and department of mathematics education. Based on the results of data analysis showed that there are an influence of problem solving ability  to students mathematical thinking either at department of mathematics education or at department of information systems. In this study, it was found that the influence of problem solving ability to students mathematical thinking which take place at mathematics education department is stonger than at information system department. This is because, at mathematics education department, problem-solving activities more often performed in courses than at department of information system. Almost 75% of existing courses in department of mathematics education involve problem solving to the objective of courses, meanwhile, in the department of information systems, there are only 10% of these courses. As a result, mathematics education department student’s are better trained in problem solving than information system department students. So, to improve students’ mathematical thinking, its would be better, at fisrtly enhance the problem solving ability.

scholarly journals A RELATIONSHIP BETWEEN PROBLEM SOLVING ABILITY AND STUDENTS’ MATHEMATICAL THINKING

2017 ◽  
Vol 6 (1) ◽  
pp. 21 ◽  
Author(s):  
Nita Delima
Keyword(s):  
Information System ◽  
Information Systems ◽  
Mathematics Education ◽  
Problem Solving ◽  
Quantitative Method ◽  
Mathematical Thinking ◽  
Discrete Mathematics ◽  
Education Department ◽  
Mathematics Courses ◽  
Know How

This research have a purpose to know is there an influence of problem solving abilty to students mathematical thinking, and to know how strong problem solving ability affect students mathematical thinking. This research used descriptive quantitative method, which a population is all of students that taking discrete mathematics courses both in department of Information Systems and department of mathematics education. Based on the results of data analysis showed that there are an influence of problem solving ability  to students mathematical thinking either at department of mathematics education or at department of information systems. In this study, it was found that the influence of problem solving ability to students mathematical thinking which take place at mathematics education department is stonger than at information system department. This is because, at mathematics education department, problem-solving activities more often performed in courses than at department of information system. Almost 75% of existing courses in department of mathematics education involve problem solving to the objective of courses, meanwhile, in the department of information systems, there are only 10% of these courses. As a result, mathematics education department student’s are better trained in problem solving than information system department students. So, to improve students’ mathematical thinking, its would be better, at fisrtly enhance the problem solving ability.

The Turtle Deserves a Star

1986 ◽  
Vol 33 (7) ◽  
pp. 14-16
Author(s):  
Rick Billstein ◽  
Johnny W. Lott
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Major Influence ◽  
Computer Language ◽  
National Council ◽  
Computing Technology ◽  
Mathematical Concepts ◽  
Problem Solving Skills ◽  
Excellent Opportunity ◽  
Mathematics Curricula

The National Council of Teachers of Mathematics recently published “The lmpact of Computing Technology on School Mathematics: Report of an NCTM Conference” (NCTM 1985). This report addresses the need for mathematics curricula and instructional methods to respond to the influence of computing technology. This report states that “the major influence of technology on mathematics education is its potential to shift the focus of instruction from an emphasis on manipulative skills to an emphasis on developing concepts, relationships, structures, and problem-solving skills.” The use of the computer language Logo offers an excellent opportunity to use technology to help develop the problem-solving skills advocated in mathematics. This article gives examples not only of how Logo might be used to teach some mathematical concepts but also of how it can be used as a problem-solving tool.

Rethinking the First Two Years of High School Mathematics with the UCSMP

1995 ◽  
Vol 88 (8) ◽  
pp. 640-647
Author(s):  
Daniel B. Hirschhorn ◽  
Denisse R. Thompson ◽  
Zalman Usiskin ◽  
Sharon L. Senk
Keyword(s):  
High School ◽  
Problem Solving ◽  
Chicago School ◽  
School Mathematics ◽  
Discrete Mathematics ◽  
High School Mathematics ◽  
College Board ◽  
K 12 ◽  
The University ◽  
New Math

The University of Chicago School Mathematics Project (UCSMP) was begun in 1983 as an attempt to implement the recommendations of many reports to improve school mathematics. The national reports available at the time (e.g., NACOME [1975); NCTM [1980]; CBMS [19821; College Board [19831; NCEE [1983)) called for a curriculum of broader scope that would include statistics, probability, and discrete mathematics and that would give strong attention to applications, use the latest in technology, and emphasize problem solving. To accomplish the curricular revolution recommended by these reports, it was essential that new, appropriate materials be written. History had shown that neither materials written for the best students, such as those from the new-math era, nor materials written for the slower students, such as those popular in the backto-basics movement, were appropriate for the vast majority of students without major revisions (Usiskin 1985). Thus UCSMP started with the goal of developing mathematics for all grades K–12 that would be appropriate for the majority of students in the middle.

Reviews: A Window and a Frame

1987 ◽  
Vol 18 (1) ◽  
pp. 53-58
Author(s):  
A. Silver Edward
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
The Past ◽  
Education Community

During the past decade, problem solving has emerged as one of the foremost topics of interest in the mathematics education community.

Innovation in Curriculum: Fostering Student Discourse: Don't Ask Me! I'm Just the Teacher!

2001 ◽  
Vol 7 (4) ◽  
pp. 218-221
Author(s):  
Jeffrey A. Frykholm ◽  
Mary E. Pittman
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Middle Grades ◽  
Learning Theories ◽  
Significant Shift ◽  
Mathematical Communication ◽  
The Past ◽  
Mathematical Connections ◽  
Teachers And Students ◽  
Mathematics Curricula

Throughout the past several years, middle-grades mathematics curricula have undergone a significant shift. Recently developed curriculum programs based on both recommendations of the NCTM and contemporary learning theories now emphasize problem solving, critical thinking, mathematical connections, and mathematical communication in ways that they did not before. As these powerful curriculum programs continue to find a stronghold in our middle schools, new implications and roles for both teachers and students are becoming clear.

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