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xvi, 309 p. 22 cm

xvi, 309 p. 22 cm

Bibliographical footnotes

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)

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)

There is a concern among educators in schools with high levels of poverty that students are lacking certain academic strategies, especially in mathematics. These students struggle to explore data systematically and procedurally. The purpose of this pre-posttest design study is to intentionally teach number sense skills in order to increase mathematic comprehension. Most of the students at this school struggle with mathematics concepts-specifically number sense related to place value. As a result, the treatment given will be repeated practice with place value and other work with number sense. The treatment was implemented in a fifth grade classroom containing 26 students. Findings indicated gains from pre- to post-test. The implications for practice will be discussed. The following are appended: (1) Think Link Sheet; (2) 100/300 Chart; (3) Place Value Game; and (4) Classroom Visit Rubric. (Contains 1 figure and 1 table.) [This classroom action research project was supported by the Gheens Institute for Innovation and Spalding University.]

For boys and girls who are prepared in the essential elements of arithmetic this later book proposes extended instruction in percentage and commercial transactions, and in the elements of geometry. It is one of a series of handbooks for pupils, and consists of progressive lessons, arranged mainly in topics, either reviewing the treatment in earlier books, or completing the subject, or preparing for the next book. Teaching suggestions are included. [Cover title varies: "Graded Arithmetics. Book Seven--Grade VIII."]

For boys and girls who are prepared in the essential elements of arithmetic this later book proposes extended instruction in percentage and commercial transactions, and in the elements of geometry. It is one of a series of handbooks for pupils, and consists of progressive lessons, arranged mainly in topics, either reviewing the treatment in earlier books, or completing the subject, or preparing for the next book. Teaching suggestions are included. [Cover title varies: "Graded Arithmetics. Book Seven--Grade VIII."]

For boys and girls who are prepared in the essential elements of arithmetic this later book proposes extended instruction in percentage and commercial transactions, and in the elements of geometry. It is one of a series of handbooks for pupils, and consists of progressive lessons, arranged mainly in topics, either reviewing the treatment in earlier books, or completing the subject, or preparing for the next book. Teaching suggestions are included. [Cover title varies: "Graded Arithmetics. Book Seven--Grade VIII."]

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)

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)

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)

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)

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)

"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

xviii, 359 p

xviii, 359 p

xviii, 359 p

For boys and girls who are prepared in the essential elements of arithmetic this later book proposes extended instruction in percentage and commercial transactions, and in the elements of geometry. It is one of a series of handbooks for pupils, and consists of progressive lessons, arranged mainly in topics, either reviewing the treatment in earlier books, or completing the subject, or preparing for the next book. Teaching suggestions are included. [Cover title varies: "Graded Arithmetics. Book Six--Grade VII."]

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)

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)

This paper examines the extent to which an intervention program on the use of practical work affected the following two variables: instructional techniques and mathematical ability. An attempt was made to correlate these two variables with age, educational attainment, and teaching experience to determine if there exists a relationship with and without the effect of the intervention. Differences and relationships between these two variables before and after the intervention were significant. However, these two variables were not correlated with age, educational attainment and teaching experience before and after the intervention. Generally, the results and discussion in this paper may serve as a catalyst from which necessary remediation and modification of school and in-service programs could emanate. (Contains 4 tables.)

This paper examines the extent to which an intervention program on the use of practical work affected the following two variables: instructional techniques and mathematical ability. An attempt was made to correlate these two variables with age, educational attainment, and teaching experience to determine if there exists a relationship with and without the effect of the intervention. Differences and relationships between these two variables before and after the intervention were significant. However, these two variables were not correlated with age, educational attainment and teaching experience before and after the intervention. Generally, the results and discussion in this paper may serve as a catalyst from which necessary remediation and modification of school and in-service programs could emanate. (Contains 4 tables.)

This paper examines the extent to which an intervention program on the use of practical work affected the following two variables: instructional techniques and mathematical ability. An attempt was made to correlate these two variables with age, educational attainment, and teaching experience to determine if there exists a relationship with and without the effect of the intervention. Differences and relationships between these two variables before and after the intervention were significant. However, these two variables were not correlated with age, educational attainment and teaching experience before and after the intervention. Generally, the results and discussion in this paper may serve as a catalyst from which necessary remediation and modification of school and in-service programs could emanate. (Contains 4 tables.)

This paper examines the extent to which an intervention program on the use of practical work affected the following two variables: instructional techniques and mathematical ability. An attempt was made to correlate these two variables with age, educational attainment, and teaching experience to determine if there exists a relationship with and without the effect of the intervention. Differences and relationships between these two variables before and after the intervention were significant. However, these two variables were not correlated with age, educational attainment and teaching experience before and after the intervention. Generally, the results and discussion in this paper may serve as a catalyst from which necessary remediation and modification of school and in-service programs could emanate. (Contains 4 tables.)

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)

Includes bibliographies

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.]

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.]

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.]

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.]

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.]

"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 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 study of three-dimensional objects is undertaken in the Mexican curriculum throughout all levels of basic education. However, few studies relate to the mathematics knowledge needed to teach those ideas. This report represents an approach to the study of such knowledge. The approach is based on an account, developed from class observations, of three six grade teachers and their use of mathematics knowledge in teaching their students to calculate the volume of prisms, in two schools in Mexico City. The results provide evidence related to some sub-domains of mathematics knowledge for teaching. While there are some strengths related to this knowledge, teachers also showed that there is room for improvement. This speaks to the need to develop training spaces (both for preservice and in-service teachers) where the analysis and discussions stimulate learning of both the geometric and pedagogical knowledge needed for teaching practice. [Funding for this project was provided by Conacyt/SEP/SEB. This paper is presented in both English and Spanish. For the complete proceedings, see ED583608.]

Includes bibliographies

Includes bibliographies

Book digitized by Google from the library of University of California and uploaded to the Internet Archive by user tpb.

Book digitized by Google from the library of University of California and uploaded to the Internet Archive by user tpb.

Book digitized by Google from the library of University of California and uploaded to the Internet Archive by user tpb.

Book digitized by Google from the library of University of California and uploaded to the Internet Archive by user tpb.

Includes bibliographies

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)

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)

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)

Includes bibliographies

Includes bibliographies