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The author discusses major issues related to the teaching of elementary school mathematics and draws upon research results for his analysis. The elementary school mathematics curriculum is discussed in terms of selection of content, educational objectives and content arrangement. Within the realm of mathematics learning, discovery learning, the use of manipulative materials, student attitudes, the use of practical applications, and the need for real understanding in mathematics are examined. The author discusses the organization of classes and pupils for instruction. In this area he examines grouping practices for gifted and remedial students both within classes and school-wide as well as the usage of mathematics specialists in the classroom. Finally, specific questions regarding teaching practices are considered including computer-assisted instruction (CAI), programmed learning, and the effects of the "new mathematics" programs. (Author/CT)

A computer-assisted instructional (CAI) course at Pennsylvania State University uses an IBM 1500 system to introduce education majors to strategies for teaching elementary school mathematics. CAI is employed to provide individualized instruction on the theoretical aspects of the subject. The course is divided into 16 modules, each of which contains an outline of the content and a set of instructional objectives. Sequences of instructional episodes are designed for each objective; these are flow-charted, thus providing documentation not only of curricular material but also of the instructional logic. The advantages of the course as it is structured are that it offers self-paced individualized instruction and that it gives feedback for continuous modification of the program. In addition, the CAI course constitutes an instructional laboratory in which basic instructional research can be carried out. (LB)

A computer-assisted instructional (CAI) course at Pennsylvania State University uses an IBM 1500 system to introduce education majors to strategies for teaching elementary school mathematics. CAI is employed to provide individualized instruction on the theoretical aspects of the subject. The course is divided into 16 modules, each of which contains an outline of the content and a set of instructional objectives. Sequences of instructional episodes are designed for each objective; these are flow-charted, thus providing documentation not only of curricular material but also of the instructional logic. The advantages of the course as it is structured are that it offers self-paced individualized instruction and that it gives feedback for continuous modification of the program. In addition, the CAI course constitutes an instructional laboratory in which basic instructional research can be carried out. (LB)

A computer-assisted instructional (CAI) course at Pennsylvania State University uses an IBM 1500 system to introduce education majors to strategies for teaching elementary school mathematics. CAI is employed to provide individualized instruction on the theoretical aspects of the subject. The course is divided into 16 modules, each of which contains an outline of the content and a set of instructional objectives. Sequences of instructional episodes are designed for each objective; these are flow-charted, thus providing documentation not only of curricular material but also of the instructional logic. The advantages of the course as it is structured are that it offers self-paced individualized instruction and that it gives feedback for continuous modification of the program. In addition, the CAI course constitutes an instructional laboratory in which basic instructional research can be carried out. (LB)

A computer-assisted instructional (CAI) course at Pennsylvania State University uses an IBM 1500 system to introduce education majors to strategies for teaching elementary school mathematics. CAI is employed to provide individualized instruction on the theoretical aspects of the subject. The course is divided into 16 modules, each of which contains an outline of the content and a set of instructional objectives. Sequences of instructional episodes are designed for each objective; these are flow-charted, thus providing documentation not only of curricular material but also of the instructional logic. The advantages of the course as it is structured are that it offers self-paced individualized instruction and that it gives feedback for continuous modification of the program. In addition, the CAI course constitutes an instructional laboratory in which basic instructional research can be carried out. (LB)

A computer-assisted instructional (CAI) course at Pennsylvania State University uses an IBM 1500 system to introduce education majors to strategies for teaching elementary school mathematics. CAI is employed to provide individualized instruction on the theoretical aspects of the subject. The course is divided into 16 modules, each of which contains an outline of the content and a set of instructional objectives. Sequences of instructional episodes are designed for each objective; these are flow-charted, thus providing documentation not only of curricular material but also of the instructional logic. The advantages of the course as it is structured are that it offers self-paced individualized instruction and that it gives feedback for continuous modification of the program. In addition, the CAI course constitutes an instructional laboratory in which basic instructional research can be carried out. (LB)

A computer-assisted instructional (CAI) course at Pennsylvania State University uses an IBM 1500 system to introduce education majors to strategies for teaching elementary school mathematics. CAI is employed to provide individualized instruction on the theoretical aspects of the subject. The course is divided into 16 modules, each of which contains an outline of the content and a set of instructional objectives. Sequences of instructional episodes are designed for each objective; these are flow-charted, thus providing documentation not only of curricular material but also of the instructional logic. The advantages of the course as it is structured are that it offers self-paced individualized instruction and that it gives feedback for continuous modification of the program. In addition, the CAI course constitutes an instructional laboratory in which basic instructional research can be carried out. (LB)

A computer-assisted instructional (CAI) course at Pennsylvania State University uses an IBM 1500 system to introduce education majors to strategies for teaching elementary school mathematics. CAI is employed to provide individualized instruction on the theoretical aspects of the subject. The course is divided into 16 modules, each of which contains an outline of the content and a set of instructional objectives. Sequences of instructional episodes are designed for each objective; these are flow-charted, thus providing documentation not only of curricular material but also of the instructional logic. The advantages of the course as it is structured are that it offers self-paced individualized instruction and that it gives feedback for continuous modification of the program. In addition, the CAI course constitutes an instructional laboratory in which basic instructional research can be carried out. (LB)

11th edition of textbook

11th edition of textbook

11th edition of textbook

"THE TEACHING OF MATHEMATICS IN THE ELEMENTARY AND THE SECONDARY SCHOOL (Continued)" is an article from The Mathematics Teacher, Volume 1 . View more articles from The Mathematics Teacher . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-27949598

The accompanying report deals with the mathematical training of prospective teachers in elementary schools as described in the reports submitted by the International Commission of the Teaching of Mathematics to the Fifth International Congress of Mathematicians, held at Cambridge, England, in August, 1912. A comparative study of the facts presented in these reports is of interest for those engaged in the training of teachers in this country, if only because they indicate that the standards elsewhere are as chaotic as they are here. The requirements of the normal schools, or corresponding institutions vary from a review of the elementary-school arithmetic to the mathematics required for entrance to colleges and universities; or, from another point of view, from an emphasis on the purely professional needs limited to the immediate requirements of the elementary schools, to academic and cultural aims founded on the principle that the more a teacher knows about the subject, in addition to the purely professional training, the more successful will be his teaching. But, great as is the variety of standards and aims in Europe, almost every standard finds a parallel in this country, owing to the absence of uniformity--a condition almost paralleled in England and Switzerland. But, if a generalization may be permitted, it would be true to say that the academic standards in the best systems are higher in the more advanced countries of Europe than they are in the United States. Countries included in this report are: (1) Belgium; (2) Denmark; (3) England; (4) France; (5) Germany; (6) Hungary; (7) Italy; (8) Russia; (9) Sweden; (10) Switzerland; and (11) the United States. A bibliography is included. (Contains 2 footnotes.) [This bulletin was written with the editorial cooperation of David Eugene Smith, William F. Osgood, and J.W.A. Young. Best copy available has been provided.]

This study aims at investigating elementary school teachers' perceptions toward to the use of ICT. Magic Board, an interactive web-based environment which provides a set of virtual manipulatives for elementary mathematics, is used as the case of ICT. After participating in Magic Board workshops, 250 elementary school teachers in Taiwan responded to a researcher developed questionnaire to get teachers' perceptions toward the use of Magic Board. The study revealed that teachers rated high scores on perceived teaching assistance, perceived learning assistance, and perceived competence of technology integration. The correlation among the three subscales indicates that teachers had a higher score on one scale correlated with higher scores on the other two scales. Findings show no gender difference on perceptions toward Magic Board. However, teachers who have data projectors in their classrooms rated higher scores on perceived teaching assistance and perceived competence of technology integration than those without data projectors in their classrooms. Lastly, this study discusses implications for these results and recommendations for future research. (Contains 7 tables and 4 figures.)

This study aims at investigating elementary school teachers' perceptions toward to the use of ICT. Magic Board, an interactive web-based environment which provides a set of virtual manipulatives for elementary mathematics, is used as the case of ICT. After participating in Magic Board workshops, 250 elementary school teachers in Taiwan responded to a researcher developed questionnaire to get teachers' perceptions toward the use of Magic Board. The study revealed that teachers rated high scores on perceived teaching assistance, perceived learning assistance, and perceived competence of technology integration. The correlation among the three subscales indicates that teachers had a higher score on one scale correlated with higher scores on the other two scales. Findings show no gender difference on perceptions toward Magic Board. However, teachers who have data projectors in their classrooms rated higher scores on perceived teaching assistance and perceived competence of technology integration than those without data projectors in their classrooms. Lastly, this study discusses implications for these results and recommendations for future research. (Contains 7 tables and 4 figures.)

This study aims at investigating elementary school teachers' perceptions toward to the use of ICT. Magic Board, an interactive web-based environment which provides a set of virtual manipulatives for elementary mathematics, is used as the case of ICT. After participating in Magic Board workshops, 250 elementary school teachers in Taiwan responded to a researcher developed questionnaire to get teachers' perceptions toward the use of Magic Board. The study revealed that teachers rated high scores on perceived teaching assistance, perceived learning assistance, and perceived competence of technology integration. The correlation among the three subscales indicates that teachers had a higher score on one scale correlated with higher scores on the other two scales. Findings show no gender difference on perceptions toward Magic Board. However, teachers who have data projectors in their classrooms rated higher scores on perceived teaching assistance and perceived competence of technology integration than those without data projectors in their classrooms. Lastly, this study discusses implications for these results and recommendations for future research. (Contains 7 tables and 4 figures.)

This study aims at investigating elementary school teachers' perceptions toward to the use of ICT. Magic Board, an interactive web-based environment which provides a set of virtual manipulatives for elementary mathematics, is used as the case of ICT. After participating in Magic Board workshops, 250 elementary school teachers in Taiwan responded to a researcher developed questionnaire to get teachers' perceptions toward the use of Magic Board. The study revealed that teachers rated high scores on perceived teaching assistance, perceived learning assistance, and perceived competence of technology integration. The correlation among the three subscales indicates that teachers had a higher score on one scale correlated with higher scores on the other two scales. Findings show no gender difference on perceptions toward Magic Board. However, teachers who have data projectors in their classrooms rated higher scores on perceived teaching assistance and perceived competence of technology integration than those without data projectors in their classrooms. Lastly, this study discusses implications for these results and recommendations for future research. (Contains 7 tables and 4 figures.)

This study aims at investigating elementary school teachers' perceptions toward to the use of ICT. Magic Board, an interactive web-based environment which provides a set of virtual manipulatives for elementary mathematics, is used as the case of ICT. After participating in Magic Board workshops, 250 elementary school teachers in Taiwan responded to a researcher developed questionnaire to get teachers' perceptions toward the use of Magic Board. The study revealed that teachers rated high scores on perceived teaching assistance, perceived learning assistance, and perceived competence of technology integration. The correlation among the three subscales indicates that teachers had a higher score on one scale correlated with higher scores on the other two scales. Findings show no gender difference on perceptions toward Magic Board. However, teachers who have data projectors in their classrooms rated higher scores on perceived teaching assistance and perceived competence of technology integration than those without data projectors in their classrooms. Lastly, this study discusses implications for these results and recommendations for future research. (Contains 7 tables and 4 figures.)

This investigation traced changes in anxiety for teaching mathematics (ATM) among pre-service elementary school teachers (n=36) enrolled in a mathematics methods course by analyzing their weekly journal entries. Journal entries were coded for high level of ATM (ATM-high) or absence of ATM (ATM-absent) during the first class session, as well as high level or absence of ATM and classroom context throughout the semester. Results of analysis of initial ATM-high (n=8) and initial ATM-absent (n=8) journal entries found variability in ATM levels among both groups throughout the semester. Initial ATM-absent pre-service teachers consistently reported high levels of interest in teaching mathematics. Similarly, when those reporting high initial ATM described interest in developing creative strategies for teaching mathematics, their ATM was reduced. For initial ATM-high pre-service teachers, when ATM became severe during the semester, it interfered with learning new course material. Implications for developing mathematics methods course curriculum are discussed. (Author)

The National Council of Teachers of Mathematics encourages the use of calculators in the classroom as a teaching and learning tool, as well as a computational tool. This paper evaluates the impact on teachers' approaches to teaching mathematics and students' attitudes toward mathematics as the result of participation in an in-service program designed to help third and fourth-grade teachers incorporate calculators into their instruction. Forty-two teachers from 14 rural Missouri school districts were invited to participate in three 1-day workshops held in the 1991-92 school year. The teachers were taught to use Texas Instrument Explorer calculators, encouraged to explore numbers and number relationships with the calculators, and asked to design five higher-level lessons to utilize the calculator. Results of a questionnaire used to assess changes in the teachers' (n=29) instructional approaches indicated no significant differences materialized in the teachers' teaching approaches and teachers hold misconceptions about such concepts such as division by zero. Pretest and posttest analysis of the students' (n=412) attitudes toward mathematics indicated that students developed a more positive attitude on scales dealing with value of division, willingness to do division, enjoyment of division, calculator use, and overall perception of mathematics. (MDH)

The National Council of Teachers of Mathematics encourages the use of calculators in the classroom as a teaching and learning tool, as well as a computational tool. This paper evaluates the impact on teachers' approaches to teaching mathematics and students' attitudes toward mathematics as the result of participation in an in-service program designed to help third and fourth-grade teachers incorporate calculators into their instruction. Forty-two teachers from 14 rural Missouri school districts were invited to participate in three 1-day workshops held in the 1991-92 school year. The teachers were taught to use Texas Instrument Explorer calculators, encouraged to explore numbers and number relationships with the calculators, and asked to design five higher-level lessons to utilize the calculator. Results of a questionnaire used to assess changes in the teachers' (n=29) instructional approaches indicated no significant differences materialized in the teachers' teaching approaches and teachers hold misconceptions about such concepts such as division by zero. Pretest and posttest analysis of the students' (n=412) attitudes toward mathematics indicated that students developed a more positive attitude on scales dealing with value of division, willingness to do division, enjoyment of division, calculator use, and overall perception of mathematics. (MDH)

The National Council of Teachers of Mathematics encourages the use of calculators in the classroom as a teaching and learning tool, as well as a computational tool. This paper evaluates the impact on teachers' approaches to teaching mathematics and students' attitudes toward mathematics as the result of participation in an in-service program designed to help third and fourth-grade teachers incorporate calculators into their instruction. Forty-two teachers from 14 rural Missouri school districts were invited to participate in three 1-day workshops held in the 1991-92 school year. The teachers were taught to use Texas Instrument Explorer calculators, encouraged to explore numbers and number relationships with the calculators, and asked to design five higher-level lessons to utilize the calculator. Results of a questionnaire used to assess changes in the teachers' (n=29) instructional approaches indicated no significant differences materialized in the teachers' teaching approaches and teachers hold misconceptions about such concepts such as division by zero. Pretest and posttest analysis of the students' (n=412) attitudes toward mathematics indicated that students developed a more positive attitude on scales dealing with value of division, willingness to do division, enjoyment of division, calculator use, and overall perception of mathematics. (MDH)

The National Council of Teachers of Mathematics encourages the use of calculators in the classroom as a teaching and learning tool, as well as a computational tool. This paper evaluates the impact on teachers' approaches to teaching mathematics and students' attitudes toward mathematics as the result of participation in an in-service program designed to help third and fourth-grade teachers incorporate calculators into their instruction. Forty-two teachers from 14 rural Missouri school districts were invited to participate in three 1-day workshops held in the 1991-92 school year. The teachers were taught to use Texas Instrument Explorer calculators, encouraged to explore numbers and number relationships with the calculators, and asked to design five higher-level lessons to utilize the calculator. Results of a questionnaire used to assess changes in the teachers' (n=29) instructional approaches indicated no significant differences materialized in the teachers' teaching approaches and teachers hold misconceptions about such concepts such as division by zero. Pretest and posttest analysis of the students' (n=412) attitudes toward mathematics indicated that students developed a more positive attitude on scales dealing with value of division, willingness to do division, enjoyment of division, calculator use, and overall perception of mathematics. (MDH)

The National Council of Teachers of Mathematics encourages the use of calculators in the classroom as a teaching and learning tool, as well as a computational tool. This paper evaluates the impact on teachers' approaches to teaching mathematics and students' attitudes toward mathematics as the result of participation in an in-service program designed to help third and fourth-grade teachers incorporate calculators into their instruction. Forty-two teachers from 14 rural Missouri school districts were invited to participate in three 1-day workshops held in the 1991-92 school year. The teachers were taught to use Texas Instrument Explorer calculators, encouraged to explore numbers and number relationships with the calculators, and asked to design five higher-level lessons to utilize the calculator. Results of a questionnaire used to assess changes in the teachers' (n=29) instructional approaches indicated no significant differences materialized in the teachers' teaching approaches and teachers hold misconceptions about such concepts such as division by zero. Pretest and posttest analysis of the students' (n=412) attitudes toward mathematics indicated that students developed a more positive attitude on scales dealing with value of division, willingness to do division, enjoyment of division, calculator use, and overall perception of mathematics. (MDH)

The National Council of Teachers of Mathematics encourages the use of calculators in the classroom as a teaching and learning tool, as well as a computational tool. This paper evaluates the impact on teachers' approaches to teaching mathematics and students' attitudes toward mathematics as the result of participation in an in-service program designed to help third and fourth-grade teachers incorporate calculators into their instruction. Forty-two teachers from 14 rural Missouri school districts were invited to participate in three 1-day workshops held in the 1991-92 school year. The teachers were taught to use Texas Instrument Explorer calculators, encouraged to explore numbers and number relationships with the calculators, and asked to design five higher-level lessons to utilize the calculator. Results of a questionnaire used to assess changes in the teachers' (n=29) instructional approaches indicated no significant differences materialized in the teachers' teaching approaches and teachers hold misconceptions about such concepts such as division by zero. Pretest and posttest analysis of the students' (n=412) attitudes toward mathematics indicated that students developed a more positive attitude on scales dealing with value of division, willingness to do division, enjoyment of division, calculator use, and overall perception of mathematics. (MDH)

"THE TEACHING OF MATHEMATICS IN THE ELEMENTARY AND THE SECONDARY SCHOOL" is an article from The Mathematics Teacher, Volume 1 . View more articles from The Mathematics Teacher . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-27949595

methodology for teaching mathematics in primary school. Arithmetic material is the main content of the course. The main core of the elementary course consists of the arithmetic of natural numbers and basic quantities. In addition, the basic concepts of geometry and algebra are integrated into this course.

methodology for teaching mathematics in primary school. Arithmetic material is the main content of the course. The main core of the elementary course consists of the arithmetic of natural numbers and basic quantities. In addition, the basic concepts of geometry and algebra are integrated into this course.

Three studies attempted to assess the relative effects of two methods of instruction: (1) teaching by a carefully structured sequence of questions (intermediate guidance) and (2) teaching by stating each concept with illustrations and then having the students practice the behavior embodied in these concepts (maximal guidance). One of the studies used fourth grade subjects and a programed presentation of addition and multiplication of integers; the second used sixth grade subjects and a programed presentation of modulus seven arithmetic; the third used eighth grade subjects and a programed presentation of selected topics from vector arithmetic. Within each of three ability subgroups, the subjects were randomly assigned to one of the two treatments. The results of the studies indicated that (1) the high ability subgroup had mean scores significantly greater than those for the middle ability subgroups which in turn had mean scores significantly higher than those of the low ability subgroups, and (2) the significant differences pertaining to treatment effects favored the maximal guidance treatment. It was concluded, therefore, that when mathematics instruction is provided by means of a linear program, a relatively high level of guidance should be provided. (RP)

Three studies attempted to assess the relative effects of two methods of instruction: (1) teaching by a carefully structured sequence of questions (intermediate guidance) and (2) teaching by stating each concept with illustrations and then having the students practice the behavior embodied in these concepts (maximal guidance). One of the studies used fourth grade subjects and a programed presentation of addition and multiplication of integers; the second used sixth grade subjects and a programed presentation of modulus seven arithmetic; the third used eighth grade subjects and a programed presentation of selected topics from vector arithmetic. Within each of three ability subgroups, the subjects were randomly assigned to one of the two treatments. The results of the studies indicated that (1) the high ability subgroup had mean scores significantly greater than those for the middle ability subgroups which in turn had mean scores significantly higher than those of the low ability subgroups, and (2) the significant differences pertaining to treatment effects favored the maximal guidance treatment. It was concluded, therefore, that when mathematics instruction is provided by means of a linear program, a relatively high level of guidance should be provided. (RP)

Three studies attempted to assess the relative effects of two methods of instruction: (1) teaching by a carefully structured sequence of questions (intermediate guidance) and (2) teaching by stating each concept with illustrations and then having the students practice the behavior embodied in these concepts (maximal guidance). One of the studies used fourth grade subjects and a programed presentation of addition and multiplication of integers; the second used sixth grade subjects and a programed presentation of modulus seven arithmetic; the third used eighth grade subjects and a programed presentation of selected topics from vector arithmetic. Within each of three ability subgroups, the subjects were randomly assigned to one of the two treatments. The results of the studies indicated that (1) the high ability subgroup had mean scores significantly greater than those for the middle ability subgroups which in turn had mean scores significantly higher than those of the low ability subgroups, and (2) the significant differences pertaining to treatment effects favored the maximal guidance treatment. It was concluded, therefore, that when mathematics instruction is provided by means of a linear program, a relatively high level of guidance should be provided. (RP)

Three studies attempted to assess the relative effects of two methods of instruction: (1) teaching by a carefully structured sequence of questions (intermediate guidance) and (2) teaching by stating each concept with illustrations and then having the students practice the behavior embodied in these concepts (maximal guidance). One of the studies used fourth grade subjects and a programed presentation of addition and multiplication of integers; the second used sixth grade subjects and a programed presentation of modulus seven arithmetic; the third used eighth grade subjects and a programed presentation of selected topics from vector arithmetic. Within each of three ability subgroups, the subjects were randomly assigned to one of the two treatments. The results of the studies indicated that (1) the high ability subgroup had mean scores significantly greater than those for the middle ability subgroups which in turn had mean scores significantly higher than those of the low ability subgroups, and (2) the significant differences pertaining to treatment effects favored the maximal guidance treatment. It was concluded, therefore, that when mathematics instruction is provided by means of a linear program, a relatively high level of guidance should be provided. (RP)

The purpose of this study was to assess relationships among prior mathematics educational experience, anticipated teaching style, and anxiety for teaching mathematics. Pre-services elementary teachers (n=28) completed questionnaires measuring the style by which they had been taught mathematics in elementary school, anticipated mathematics teaching style, and anxiety for teaching mathematics (State-Trait Personality Inventory with changed heading) at the beginning of a mathematics methods course. The two latter measures were re-administered at the completion of the course. Teaching style was categoried as Teacher-Oriented or Student-Oriented. In general, teachers' initial anticipated mathematics teaching style was most similar to the style by which they had been taught mathematics in elementary school. However, no difference was found in initial anxiety for teaching mathematics between those who had been taught in a Teacher-Oriented or a Student-Oriented style in elementary school. Lowest initial levels of anxiety for teaching mathematics were found in those who anticipated teaching in a Student-Oriented style. There was a significant decrease in anxiety for teaching mathematics at the conclusion of the course with the largest decrease among those who changed their anticipated teaching style from Teacher-Oriented to Student-Oriented. Characteristics of the mathematics methods courses are discussed. (Contains 14 references.) (Author)

The purpose of this research is to determine the impact of augmented reality technology and geometry teaching on elementary school mathematics teacher candidates' technology acceptance and to examine participants' views on augmented reality. The sample of the research was composed of 40 elementary school mathematics teacher candidates who were freshman students in the faculty of education of a university which located in the central Anatolian region of Turkey during the fall semester of 2016-2017 academic year. Participants in the study were given a training seminar on teaching geometry via augmented reality (AR). They were provided with the opportunity to develop teaching materials for AR. At the end of this process, their opinions on the use of these materials were taken. Both qualitative and quantitative research methods were used in the research. The quantitative data of this study were collected by the Technology Acceptance and Use Scale for Information and Communication Technologies and the qualitative data were collected through semi-structured interviews. The themes and codes related to the usefulness of geometry teaching supported by augmented reality teaching emerged by means of qualitative content analysis. The t-Test, one of the parametric tests, was used to analyze the quantitative data. The data obtained from the semi-structured interview forms were classified under 9 categories and 35 themes. As a result of data analyses, it was found that the teacher candidates' attitudes towards the effectiveness geometry instruction supported by the augmented reality technology were positive but as regards' teacher candidates' intentions to use augmented reality technology, it was observed that some of them had reservations because of technological limitations, such as recognition of signs and freezing of the augmented reality environments. Keywords: augmented reality (AR), geometry teaching, mathematics teacher candidate, technology acceptance and use

For boys and girls who are prepared in the essential elements of arithmetic this, the Fifth Book of the Series, proposes additional instruction in concrete measurements, percentage, interest, and commercial matters. This Series purports to be only a systematic arrangement of lessons for children studying the subject. It consists of graded lessons arranged in the spiral order, partly of topical, partly of intentionally miscellaneous problems. Teaching suggestions are included. [Cover title varies: "Graded Arithmetics. Book Five--Grade VI."]

The Comprehensive School Mathematics Program (CSMP) is described as a complete elementary mathematics curriculum that provides a natural place for probability and statistics. The CSMP approach of innovative, pictorial techniques is summarized here, with emphasis on methods and activities seen as proven successful through the enthusiastic reception of CSMP students. Content is typically presented as extensions of experiences pupils have previously encountered. Pupils are led through problem-solving experiences in a constant applications atmosphere, typically in stories or game-like situations. Individual section titles after the Introduction are: (1) Probability and Statistics in Grades One to Three; (2) Fair Games?; (3) Codes to Solve Problems; (4) Whose Triangle is It?; (5) An Area Model for Solving Probability Problems; (6) Breaking a Stick: Probability without Counting; (7) Shunda's Newsstand; and (8) Population Growth. (MP)

This is one of a series that is a collection of translations from the extensive Soviet literature of the past 25 years on research in the psychology of mathematics instruction. It also includes works on methods of teaching mathematics directly influenced by the psychological research. Selected papers and books considered to be of value to the American mathematics educator have been translated from the Russian and appear in this series for the first time in English. The aim of this series is to acquaint mathematics educators and teachers with directions, ideas, and accomplishments in the psychology of mathematical instruction in the Soviet Union. The authors have done a philosophical and psychological analysis of the special problems of teaching mathematics to children. They first create a psychological construct, then develop techniques that follow. The six chapter titles are: The Psychological and Didactic Principles of Teaching Arithmetic; The Introduction of Numbers, Counting, and the Arithmetical Operations; Instruction in Mental and Written Calculation; Teaching Problem Solving; Geometry in the Primary Grades; and Different Kinds of Pupils and How to Approach Them in Arithmetic Instruction. (MK)

Calls for elementary teachers to reform their classroom practice in mathematics are coming from all sides. They are being asked to shift their teaching from an approach based on "transmission of knowledge" to student-centered practice. In order to assess elementary teachers' current goals and activities in teaching mathematics, a survey of 493 teachers in California, Florida, and Michigan was conducted. Six schools recognized as particularly effective in helping students develop conceptual understanding were selected from one large urban district and one moderate-sized district in each state. Cluster analysis of survey responses to a six-page questionnaire yielded five clusters of teachers: (1) primary teachers who had students use manipulatives extensively (N=14); (2) teachers, most of whom used "Math Their Way", who had students use manipulatives and discuss problem solving extensively (N=20); (3) modal teachers whose profile reflected a softened version of drill-and-practice teachers (N=353); (4) drill-and-practice teachers (N=10); and (5) teachers in a cluster with three expert teachers, whose profile represented a more moderate version of the manipulative using and problem solving-oriented teachers (N=56). Profiles including demographic information and grade levels taught of each cluster are reported. The sheer numbers of teachers falling into the modal cluster may discourage mathematics education reformers, but if this picture is viewed as a brief picture on a changing scene and reformers focus on the profiles and portraits of teachers in the expert cluster, they can take heart that practice can be changed. (MDH)

This paper examines the use of video-based contexts in a mathematics methods course for preservice elementary teachers. The effect of using video examples and analyses in methods courses and associated practicums on preservice teachers' field performance, preservice teachers' pedagogical content knowledge, and preservice teachers' decisions about mathematics content and teaching strategies were investigated. Included are characteristics of the subjects, procedures, discussion, and conclusions. Appended are a description of uses of video materials in mathematics education and a list of video materials. (KR)

This paper examines the use of video-based contexts in a mathematics methods course for preservice elementary teachers. The effect of using video examples and analyses in methods courses and associated practicums on preservice teachers' field performance, preservice teachers' pedagogical content knowledge, and preservice teachers' decisions about mathematics content and teaching strategies were investigated. Included are characteristics of the subjects, procedures, discussion, and conclusions. Appended are a description of uses of video materials in mathematics education and a list of video materials. (KR)

This paper examines the use of video-based contexts in a mathematics methods course for preservice elementary teachers. The effect of using video examples and analyses in methods courses and associated practicums on preservice teachers' field performance, preservice teachers' pedagogical content knowledge, and preservice teachers' decisions about mathematics content and teaching strategies were investigated. Included are characteristics of the subjects, procedures, discussion, and conclusions. Appended are a description of uses of video materials in mathematics education and a list of video materials. (KR)

This paper examines the use of video-based contexts in a mathematics methods course for preservice elementary teachers. The effect of using video examples and analyses in methods courses and associated practicums on preservice teachers' field performance, preservice teachers' pedagogical content knowledge, and preservice teachers' decisions about mathematics content and teaching strategies were investigated. Included are characteristics of the subjects, procedures, discussion, and conclusions. Appended are a description of uses of video materials in mathematics education and a list of video materials. (KR)

This paper examines the use of video-based contexts in a mathematics methods course for preservice elementary teachers. The effect of using video examples and analyses in methods courses and associated practicums on preservice teachers' field performance, preservice teachers' pedagogical content knowledge, and preservice teachers' decisions about mathematics content and teaching strategies were investigated. Included are characteristics of the subjects, procedures, discussion, and conclusions. Appended are a description of uses of video materials in mathematics education and a list of video materials. (KR)

This paper examines the use of video-based contexts in a mathematics methods course for preservice elementary teachers. The effect of using video examples and analyses in methods courses and associated practicums on preservice teachers' field performance, preservice teachers' pedagogical content knowledge, and preservice teachers' decisions about mathematics content and teaching strategies were investigated. Included are characteristics of the subjects, procedures, discussion, and conclusions. Appended are a description of uses of video materials in mathematics education and a list of video materials. (KR)

Includes bibliographical references and index

Includes bibliographical references and index

This publication is a collection of articles which are related to elementary school mathematics. The authors note that the book was written primarily for elementary school principals, mathematics specialists and supervisors, and elementary school teachers. The articles discuss such topics as major issues in mathematics education, instructional procedures for teaching mathematics, inservice programs, and future directions for elementary school mathematics. (FL)

These eleven essays range across a variety of topics. They concern: (1) philosophy and the curriculum, with comments on accountability, humanism, programmed learning, hierarchies, structure, idealism, existentialism, realism, experimentalism, and essentialism; (2) philosophy in the mathematics curriculum, with comments on mathematics laboratories, programmed learning, contracts, management systems, and learning centers; (3) objectives and learning activities in the mathematics curriculum, focusing on objectives and on using various types of materials; (4) providing for individual differences and designing the mathematics curriculum, with sections on slow learners, talented pupils, learning activities, other ways of providing for individual differences, and scope; (5) principles of learning and the mathematics curriculum, with comments on purpose, interest, problem solving, meaningful learning, individual differences, mathematics concepts, decision-making, and evaluation; (6) mathematics and the learner; (7) change in education; (8) inservice education and the computer; (9) innovation, technology, and the mathematics curriculum; (10) knowledge of results, with comments on evaluation procedures, behaviorism, and humanism; and (11) evaluating achievement in mathematics, including the use of observations, checklists, teacher-made tests, standardized tests, work samples, parent-teacher conferences, tape recorders, pupils' responses, and pupil-teacher conferences. Some chapters provide selected references. (MNS)

Includes bibliographical references and index

This report contains case studies of two teachers who attempt to go beyond traditional mathematics curriculum and instruction. There are important differences in the contexts of teaching and in the approaches to studying teaching and learning in these two classrooms. Case study 1 describes a teacher who draws upon professional experiences to initiate change in the classroom. The authors describe elements of the teacher's mathematics teaching, using NCTM Curriculum and Evaluation Standards as a framework for analysis, then analyze the teacher's views about instructional issues, focusing on connections between beliefs and practice. Case study 2 describes a teacher involved in a Mathematics Study Group in a Professional Development School. The authors chronicle the changes in this teacher's thinking and practice during a 3-year period, focusing on her views about, and understanding of, mathematical content, the nature and role of discourse about mathematics, and what constitutes evidence of mathematical learning. The authors also explore the role of collaboration among teachers and between teachers and university participants in discussing the kinds of changes these teachers made. (Contains 15 references.) (Author)