Call for Manuscripts for Focus Issue: Algebraic Thinking

1995 ◽  
Vol 1 (7) ◽  
pp. 538
Keyword(s):  
Middle School ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Middle Grades ◽  
Algebraic Thinking ◽  
Wide Range ◽  
Nature Of Teaching

The January-February 1997 issue of Mathematics Teaching in the Middle School is planning a focus issue on algebraic thinking to feature a wide range of articles that address the changing nature of teaching and learning algebra in the middle grades.

Call for Manuscripts for Focus Issue: Algebraic Thinking

1995 ◽  
Vol 1 (6) ◽  
pp. 438
Keyword(s):  
Middle School ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Middle Grades ◽  
Algebraic Thinking ◽  
Wide Range ◽  
Nature Of Teaching

The January-February 1997 issue of Mathematics Teaching in the Middle School is planning a focus issue on algebraic thinking to feature a wide range of articles that address the changing nature of teaching and learning algebra in the middle grades.

scholarly journals CONTRIBUTIONS OF FIGURES NUMBERS IN THE DEVELOPMENT OF GEOMETRIC THOUGHT

2019 ◽  
Vol 7 (1) ◽  
pp. 16-30
Author(s):  
Maria José Costa dos Santos ◽  
Arnaldo Lopes Bezerra
Keyword(s):  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Basic Education ◽  
Mathematical Thinking ◽  
Algebraic Thinking ◽  
Ethical Awareness ◽  
Pedagogical Tools ◽  
Geometric Thinking ◽  
Virtual Libraries ◽  
Abstract Content

This study was constituted with the purpose of promoting reflections on Mathematics of basic education, from a transdisciplinary view of teaching and learning processes. To do so, we aim to analyze the contributions of figures in the development of geometric thinking. We characterize this research in empirical-exploratory, because for Lakatos and Marconi (2017), this type of research distinguishes itself as a scientific process of investigation that allows the researcher to formulate questions, with three purposes: to raise hypotheses, to increase the familiarization of the researcher in order to research, modify or clarify concepts, based on a qualitative and quantitative approach, according to the depth of the discussion about the object in question. For this, we look for information in other researches, databases of universities and virtual libraries, periodicals.  We hope that the results contribute to the critical and ethical awareness from views of the importance of the development of mathematical thinking, but specifically of geometric thinking, aiming at non-rupture with arithmetic thinking, in order to interweave with algebraic thinking . We consider this research relevant because mathematics teaching is based on abstract content that often makes no sense to the student, and here we show a part of mathematics that is formal but can be fun when well crafted in the classroom. Finally, we present pedagogical tools of innovation, aimed at contributing to the emancipation of the knowledge of this science, without ruptures. Keywords: Geometric thinking. Figurative numbers. Mathematics Teaching.

Developing Algebraic Thinking through Pattern Exploration

2006 ◽  
Vol 11 (9) ◽  
pp. 428-433 ◽  
Author(s):  
Lesley Lee ◽  
Viktor Freiman
Keyword(s):  
Middle School ◽  
Middle Grades ◽  
Algebraic Thinking ◽  
School Mathematics ◽  
Scientific Disciplines ◽  
Algebraic Language ◽  
Principles And Standards ◽  
Relationship Of ◽  
The Relationship ◽  
Repeating Patterns

Pattern exploration is A pivotal activity in all mathematics, indeed in all the scientific disciplines. Children who are attempting to express perceived patterns mathematically are in an excellent position to learn algebraic language and engage in algebraic activity. Principles and Standards for School Mathematics (NCTM 2000) acknowledges the relationship of pattern exploration and algebraic thinking by placing pattern work within the Algebra strand. Yet one can undertake considerable pattern exploration without engaging students in any algebraic thinking whatsoever and teachers may, themselves, be unclear about how patterns can be used to further algebraic thinking. Work with repeating patterns in the early grades, or teaching patterns as a “topic” in the middle grades, may not foster the development of algebraic thinking in students. In this article, we will address this question: How can teachers exploit pattern work to further algebraic thinking and introduce the formal study of algebra in middle school?

Call for Manuscripts on Assessment in Middle Grades Mathematics

1996 ◽  
Vol 2 (2) ◽  
pp. 120
Keyword(s):  
Middle School ◽  
Instructional Practices ◽  
Mathematics Teaching ◽  
Middle Grades ◽  
Full Length ◽  
Assessment Practices ◽  
Classroom Teachers ◽  
School Classroom ◽  
Lead Article

The Editorial Panel of Mathematics Teaching in Middle School is aware of the importance of assessment practices as they relate to mathematics content and instructional practices in the middle school classroom. The Panel invites readers to submit either full-length manuscripts or classroom examples exemplifying assessment practices that allow students to demonstrate both what they know and what they can do with their knowledge, as in the lead article by De A. Tonack in this issue. We especially invite responses from middle school classroom teachers. Please feel free to submit ideas beyond those suggested here.

A Report to the Readers

1995 ◽  
Vol 1 (6) ◽  
pp. 440
Keyword(s):  
Middle School ◽  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
Middle Grades ◽  
Positive Response ◽  
School Year ◽  
Quality Product

We are pleased to report to readers that the extremely positive response to Mathematics Teaching in the Middle School (MTMS) and the growing backlog of accepted manuscripts have allowed us to boost our frequency of publications from four to five issues per year, beginning with this school year. The next five issues will complete the first volume and will appear as the following: September-October, November-December, january-February, March-April, and May. As of 1 May 1995. our records show that just over 30 000 members are currently receiving MTMS. These numbers tell us That this burgeoning group of professionals involved in middle-grades mathematics needs such a journal. We on the Editorial Panel will continue working to offer the quality product that readers have come to expect and will continue to seek out your feedback and suggestions for improvement, not to mention your manuscripts and ideas. As our manuscript backlog grows, we will consider increasing our publishing frequency again, working our way up to the nine issues per year that matches the output of NTCM's other fine journals, Teaching Children Mathematics and the Mathematics Teacher.

Promoting Number Sense in the Middle Grades

1994 ◽  
Vol 1 (2) ◽  
pp. 114-120
Author(s):  
Barbara J. Reys
Keyword(s):  
Common Sense ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Middle Grades ◽  
Number Sense ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Mathematics Teaching And Learning ◽  
Way Of Thinking

Phrases such as “number sense,” “Operation sense,” and “intuitive understanding of number” are used throughout the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) to describe an intangible quality possessed by successful mathematics learners. Number sense refers to an intuitive feeling for numbers and their various uses and interpretations, an appreciation for various levels of accuracy when computing, the ability to detect arithmetical errors, and a common-sense approach to using numbers (Howden 1989; McIntosh, Reys, and Reys 1991). Number sense is not a finite entity that a student either has or does not have but rather a process that develops and matures with experience and knowledge. It does not develop by chance, nor does being skilled at manipulating numbers necessarily reflect this acquaintance and familiarity with numbers. Above all, number sense is characterized by a desire to make sense of numerical situations, including relating numbers to context and analyzing the effect of manipulations on numbers. It is a way of thinking that should permeate all aspects of mathematics teaching and learning.

The Status of Your Journal

1996 ◽  
Vol 2 (1) ◽  
pp. 3
Author(s):  
Kay McClain
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Middle Grades ◽  
Middle School Mathematics ◽  
National Council ◽  
Short History ◽  
The Third ◽  
Wide Range ◽  
The World ◽  
The Status

As the national council of teachers of Mathematics begins the third year of publishing Mathematics Teaching in the Middle School, the Editorial Panel thought it appropriate to highlight some of the changes that have occurred in the journal's short history. Although the intent of the journal is to target teaching in the middle grades, the variety of interests expressed by middlegrades teachers has prompted the inclusion of articles on a wide range of such issues as professional development and middle school mathematics education in other parts of the world. The journal was originally established with numerous departments to reflect readers' interests and to prompt the solicitation of manuscripts. However, the large number of unsolicited manuscripts being submitted and accepted for publication has allowed the balance of content to change so that the departments do not dictate the content of the journal but merely serve as overarching guides for themes that the Panel believes need to be addressed. These themes include assessment, technology, and professional development. Other features of the journal have remained because of their popularity with readers, such as the “Menu of Problems,” “Now & Then,” “Mathematics Detective,” “Cartoon Comer,” and “Window on Resources.”

Introducing Volume 13: A New Look

2007 ◽  
Vol 13 (1) ◽  
pp. 3
Author(s):  
Trena Wilkerson
Keyword(s):  
Middle School ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
New School ◽  
School Year ◽  
New Look

Mathematics Teaching in the Middle School has a new look! What an exciting way to start the new year! Whether you are a student, a teacher, or an administrator, we all get excited about beginning a new school year. Students get a new book bag, fun school supplies, and perhaps new clothes and new hairstyles. Teachers and administrators have worked all summer preparing new lessons, securing and organizing resources, and planning for the new school year. Everyone at NCTM working with MTMS has been busy, as well. You will find updated fonts, new layout styles, additional focused departments, and more ways to address the teaching and learning of mathematics in the classroom.

Mathematical Explorations: It Is a Piece of Cake: Algebraic Thinking in a Real-Life Situation

2008 ◽  
Vol 14 (1) ◽  
pp. 52-62
Author(s):  
Ji-Eun Lee ◽  
Kyoung-Tae Kim
Keyword(s):  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Real Life ◽  
Algebraic Thinking ◽  
Life Situation ◽  
Real Life Situation ◽  
Mathematics Teaching And Learning ◽  
Family Gathering

Picture a family gathering on a nice summer day; in addition to delicious food, fun activities, and much laughter and talking, what else could be included? Although it might seem odd, our family gathering resulted in an important mathematics teaching and learning lesson.

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