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"Warren Colburn on the Teaching of Arithmetic Together with an Analysis of His Arithmetic Texts: I. The Life of Warren Colburn" is an article from The Elementary School Teacher, Volume 12 . View more articles from The Elementary School 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-993508

Contains bibliographies

Contains bibliographies

The complete measurer; or, the whole art of measuring. In two parts. The first part teaching decimal arithmetic, ... The second part teaching to measure all sorts of superficies and solids, ... The eighth edition. To which is added, an appendix, ... By William Hawney, ... 1751.. Digitized from IA40310715-02 . Previous issue: bim_eighteenth-century_experiments-on-bleaching_home-francis_1771 . Next issue: bim_eighteenth-century_a-new-and-compendious-tr_weston-thomas_1736 .

Book Source: Digital Library of India Item 2015.111904 dc.contributor.author: Paling,d dc.date.accessioned: 2015-07-02T13:34:03Z dc.date.available: 2015-07-02T13:34:03Z dc.date.digitalpublicationdate: 2012-07-00 dc.date.citation: 1934 dc.identifier.barcode: 99999990081418 dc.identifier.origpath: /data9/upload/0278/815 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/111904 dc.description.scanningcentre: Banasthali University dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 525 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: London.,oxford University Press dc.rights: Out_of_copyright dc.source.library: Central Library Mohanlal Sukhadia University,udaipur dc.subject.classification: Education dc.title: The Teaching Of Arithmetic In Primary Schools

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

In the first chapter Brownell critically examines the psychological bases of the three most common theories of arithmetic instruction: drill, incidental learning, and meaning. In chapter 2 the results of a nation-wide survey of actual teaching practices are reported. Chapter 3 presents a contrast between "informational arithmetic" and "computational arithmetic." In chapter 4 "social utility" is defined much more broadly than just "computationally useful," and implications for arithmetic instruction are discussed. Following this is a survey of opportunities for use of arithmetic in an activity program, with specific examples. Chapter 6 discusses practices in the teaching of fractions and decimals, followed by the report of a study on transfer by Overman. Reported in chapter 7 are the results of a survey on current practices in teacher-training courses in arithmetic. Two chapters are devoted to transfer of training in arithmetic and types of drill; using these as a basis, David Eugene Smith expounds on the past, present, and future of instruction in arithmetic. In chapter 11 arithmetic is considered from a mathematical viewpoint as contrasted to a pedagogical viewpoint. Next Gestalt psychology is discussed, with implications for mathematics teaching. The last chapter compares the efficiency of different methods for division. (LS)

The complete measurer. Or, the whole art of measuring. In two parts. Part I. Teaching decimal arithmetic,.... Part II. Teaching to measure all sorts of superficies and solids.... The seventh edition, much enlarged. To which is divided an appendix, By William Hawney, ... 1767.. Digitized from IA40310401-50 . Previous issue: bim_eighteenth-century_opticks-or-a-treatise-_newton-sir-isaac_1718 . Next issue: bim_eighteenth-century_instructions-for-the-use_adams-george_1789 .

1 p. l., 120 p

The art of teaching in sport; designed as a prelude to a set of toys, for enabling ladies to instill the rudiments of spelling reading, grammar, and arithmetic, under the idea of amusement. 1796.. Digitized from IA40312810-86 . Previous issue: bim_eighteenth-century_the-censor-_1717_3 . Next issue: bim_eighteenth-century_le-cur-de-wakefield-tr_goldsmith-oliver_1796 .

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

"The Social Motive in the Teaching of Arithmetic" is an article from The Elementary School Journal, Volume 18 . View more articles from The Elementary School Journal . 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-994046

"The Social Motive in the Teaching of Arithmetic" is an article from The Elementary School Journal, Volume 18 . View more articles from The Elementary School Journal . 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-994046

"The Social Motive in the Teaching of Arithmetic" is an article from The Elementary School Journal, Volume 18 . View more articles from The Elementary School Journal . 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-994046

"The Social Motive in the Teaching of Arithmetic" is an article from The Elementary School Journal, Volume 18 . View more articles from The Elementary School Journal . 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-994046

Series title also at head of t.-p

Book digitized by Google from the library of the New York Public Library and uploaded to the Internet Archive by user tpb.

Book digitized by Google and uploaded to the Internet Archive by user tpb.

Book digitized by Google and uploaded to the Internet Archive by user tpb.

xiii, 468 pages 19 cm

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

1 p.l., ii, [3]-83 p. 16 cm

1 p.l., ii, [3]-83 p. 16 cm

Arithmetic strategies (AS) can be defined as a procedure used to solve number manipulation problems (e.g., addition and subtraction; Siegler, 1996). Common strategies used in the process of solving arithmetic tasks can be broadly classified into two main categories: fact retrieval (i.e., recovering numerical facts from memory) and procedural calculation (e.g., finger-counting, decomposing problems into mul,ple steps, etc.; Zamarian et al., 2009). However, math strategies are not explicitly taught in many countries. For instance, the Cuban math curriculum establishes the guidelines for teaching a limited set of strategies for solving arithmetic problems, mainly learning math facts and algorithmic procedures (i.e., stacking). Meanwhile, the Ontario curriculum for mathematics, in addition to the above procedures, encourages the development of a broad range of mental math strategies that allow the manipulation of numbers to solve arithmetic problems. In view of this, we plan to conduct cross-national research to analyze the influence of different educational approaches on the development of AS in school-age students and to evaluate its relationship with math abilities (math fluency) and general-domain processes (working memory and metacognition).

Arithmetic strategies (AS) can be defined as a procedure used to solve number manipulation problems (e.g., addition and subtraction; Siegler, 1996). Common strategies used in the process of solving arithmetic tasks can be broadly classified into two main categories: fact retrieval (i.e., recovering numerical facts from memory) and procedural calculation (e.g., finger-counting, decomposing problems into mul,ple steps, etc.; Zamarian et al., 2009). However, math strategies are not explicitly taught in many countries. For instance, the Cuban math curriculum establishes the guidelines for teaching a limited set of strategies for solving arithmetic problems, mainly learning math facts and algorithmic procedures (i.e., stacking). Meanwhile, the Ontario curriculum for mathematics, in addition to the above procedures, encourages the development of a broad range of mental math strategies that allow the manipulation of numbers to solve arithmetic problems. In view of this, we plan to conduct cross-national research to analyze the influence of different educational approaches on the development of AS in school-age students and to evaluate its relationship with math abilities (math fluency) and general-domain processes (working memory and metacognition).

Source: Digital Library of India Scanning Centre: C-DAC, Noida Source Library: Ncert Date Accessioned: 6/19/2015 16:42 The Digital Library of India was a project under the auspices of the Government of India.

This paper is in the public domain in USA. Metadata comes from the CrossRef API, see full record in the source URL below.

The complete measurer. Or, the whole art of measuring. In two parts. Part I. Teaching decimal arithmetic, ... Part II. Teaching to measure all sorts of superficies and solids, ... The fifth edition. To which is added an appendix, ... By William Hawney. ... 1745.. Digitized from IA40310401-12 . Previous issue: bim_eighteenth-century_instructions-patriotique_le-turc_1780 . Next issue: bim_eighteenth-century_newtonianismo-per-le-da_algarotti-francesco_1739_1 .

The complete measurer. Or, the whole art of measuring. In two parts. Part I. Teaching decimal arithmetic, ... Part II. Teaching to measure all sorts of superficies and solids, ... The fifth edition. To which is added an appendix, ... By William Hawney. ... 1745.. Digitized from IA40310401-12 . Previous issue: bim_eighteenth-century_instructions-patriotique_le-turc_1780 . Next issue: bim_eighteenth-century_newtonianismo-per-le-da_algarotti-francesco_1739_1 .

Book Source: Digital Library of India Item 2015.136458 dc.contributor.author: Downes, L. W. dc.contributor.author: Paling,d dc.date.accessioned: 2015-07-03T18:37:19Z dc.date.available: 2015-07-03T18:37:19Z dc.date.digitalpublicationdate: 2012-09-10 dc.date.citation: 1918 dc.identifier.barcode: 99999990333708 dc.identifier.origpath: /data14/upload/0024/538 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/136458 dc.description.scanningcentre: North Eastern States Libraries dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 528 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: Oxford University Press, London dc.rights: In Public Domain dc.source.library: Birchandra State Central Library, Tripura dc.subject.classification: Social Sciences dc.subject.classification: Education dc.subject.keywords: Learning More About Subtraction dc.subject.keywords: Learning More About Multiplication dc.subject.keywords: Learning More About Division dc.subject.keywords: Further Steps In Money dc.subject.keywords: Further Work On Weight dc.title: The Teaching Of Arithmetic In Primary Schools

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

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

Book Source: Digital Library of India Item 2015.216881 dc.contributor.author: Yeldham, Florence. A dc.date.accessioned: 2015-07-09T20:01:56Z dc.date.available: 2015-07-09T20:01:56Z dc.date.digitalpublicationdate: 2005-05-12 dc.date.citation: 1936 dc.identifier.barcode: 2990140053440 dc.identifier.origpath: /data_copy/upload/0053/445 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/216881 dc.description.scannerno: 10 dc.description.scanningcentre: Osmania University dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 160 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: George G. Harrap And Company Limited dc.rights: Not Available dc.source.library: Osmania University dc.subject.classification: Natural Sciences dc.subject.classification: Mathematics dc.subject.classification: Fundamental And General Consideration Of Mathematics dc.title: The Teaching Of Arithmetic Through Four Hundred Years

Book Source: Digital Library of India Item 2015.216881 dc.contributor.author: Yeldham, Florence. A dc.date.accessioned: 2015-07-09T20:01:56Z dc.date.available: 2015-07-09T20:01:56Z dc.date.digitalpublicationdate: 2005-05-12 dc.date.citation: 1936 dc.identifier.barcode: 2990140053440 dc.identifier.origpath: /data_copy/upload/0053/445 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/216881 dc.description.scannerno: 10 dc.description.scanningcentre: Osmania University dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 160 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: George G. Harrap And Company Limited dc.rights: Not Available dc.source.library: Osmania University dc.subject.classification: Natural Sciences dc.subject.classification: Mathematics dc.subject.classification: Fundamental And General Consideration Of Mathematics dc.title: The Teaching Of Arithmetic Through Four Hundred Years

Book Source: Digital Library of India Item 2015.216881 dc.contributor.author: Yeldham, Florence. A dc.date.accessioned: 2015-07-09T20:01:56Z dc.date.available: 2015-07-09T20:01:56Z dc.date.digitalpublicationdate: 2005-05-12 dc.date.citation: 1936 dc.identifier.barcode: 2990140053440 dc.identifier.origpath: /data_copy/upload/0053/445 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/216881 dc.description.scannerno: 10 dc.description.scanningcentre: Osmania University dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 160 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: George G. Harrap And Company Limited dc.rights: Not Available dc.source.library: Osmania University dc.subject.classification: Natural Sciences dc.subject.classification: Mathematics dc.subject.classification: Fundamental And General Consideration Of Mathematics dc.title: The Teaching Of Arithmetic Through Four Hundred Years

Book Source: Digital Library of India Item 2015.216881 dc.contributor.author: Yeldham, Florence. A dc.date.accessioned: 2015-07-09T20:01:56Z dc.date.available: 2015-07-09T20:01:56Z dc.date.digitalpublicationdate: 2005-05-12 dc.date.citation: 1936 dc.identifier.barcode: 2990140053440 dc.identifier.origpath: /data_copy/upload/0053/445 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/216881 dc.description.scannerno: 10 dc.description.scanningcentre: Osmania University dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 160 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: George G. Harrap And Company Limited dc.rights: Not Available dc.source.library: Osmania University dc.subject.classification: Natural Sciences dc.subject.classification: Mathematics dc.subject.classification: Fundamental And General Consideration Of Mathematics dc.title: The Teaching Of Arithmetic Through Four Hundred Years

Book Source: Digital Library of India Item 2015.216881 dc.contributor.author: Yeldham, Florence. A dc.date.accessioned: 2015-07-09T20:01:56Z dc.date.available: 2015-07-09T20:01:56Z dc.date.digitalpublicationdate: 2005-05-12 dc.date.citation: 1936 dc.identifier.barcode: 2990140053440 dc.identifier.origpath: /data_copy/upload/0053/445 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/216881 dc.description.scannerno: 10 dc.description.scanningcentre: Osmania University dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 160 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: George G. Harrap And Company Limited dc.rights: Not Available dc.source.library: Osmania University dc.subject.classification: Natural Sciences dc.subject.classification: Mathematics dc.subject.classification: Fundamental And General Consideration Of Mathematics dc.title: The Teaching Of Arithmetic Through Four Hundred Years

2 p.l., iii-vi, [2], 9-456 p. 20 cm

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

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

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

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Book digitized by Google from the library of the New York Public Library and uploaded to the Internet Archive by user tpb.

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)

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."]

Young children need to be taught using effective interventions. A good teaching method is one that will increase children's motivation to learn, keep them aware of their understanding and encourage them to reflect on what they learn, if this teaching is based on relevant and visible training. Otherwise, they may suffer from delays in mathematics. One of these effective interventions is Whole Brain Teaching (WBT). The participants were 90 kindergarten children recruited from two public kindergarten schools in Matrouh city, Egypt. Two classes, with 45 children in KG1, were randomly selected using the fishbowl method. Children aged 4 and above (KG1 children) were targeted. In order to analyze the data from the pre- and post-test, the author used the Statistical Package for the Social Sciences (SPSS) V18.0. two-way ANOVA analysis and t-test. The findings of the study confirmed that adopting Whole Brain Teaching (WBT) approach helped in the increasing of student's involvement. Third, the intervention allowed children to see, say, hear and move physically, and this resulted in the emotional involvement in lessons presented. Gradually, as lessons progress, children become more fluent. The effectiveness of WBT had great results which were obvious on children's learning, affection and behaviour. During and after the presentation and application of the intervention, children maintained behavioural engagement. Prior to the intervention, the teacher took a long time trying to manage children.

Young children need to be taught using effective interventions. A good teaching method is one that will increase children's motivation to learn, keep them aware of their understanding and encourage them to reflect on what they learn, if this teaching is based on relevant and visible training. Otherwise, they may suffer from delays in mathematics. One of these effective interventions is Whole Brain Teaching (WBT). The participants were 90 kindergarten children recruited from two public kindergarten schools in Matrouh city, Egypt. Two classes, with 45 children in KG1, were randomly selected using the fishbowl method. Children aged 4 and above (KG1 children) were targeted. In order to analyze the data from the pre- and post-test, the author used the Statistical Package for the Social Sciences (SPSS) V18.0. two-way ANOVA analysis and t-test. The findings of the study confirmed that adopting Whole Brain Teaching (WBT) approach helped in the increasing of student's involvement. Third, the intervention allowed children to see, say, hear and move physically, and this resulted in the emotional involvement in lessons presented. Gradually, as lessons progress, children become more fluent. The effectiveness of WBT had great results which were obvious on children's learning, affection and behaviour. During and after the presentation and application of the intervention, children maintained behavioural engagement. Prior to the intervention, the teacher took a long time trying to manage children.

Young children need to be taught using effective interventions. A good teaching method is one that will increase children's motivation to learn, keep them aware of their understanding and encourage them to reflect on what they learn, if this teaching is based on relevant and visible training. Otherwise, they may suffer from delays in mathematics. One of these effective interventions is Whole Brain Teaching (WBT). The participants were 90 kindergarten children recruited from two public kindergarten schools in Matrouh city, Egypt. Two classes, with 45 children in KG1, were randomly selected using the fishbowl method. Children aged 4 and above (KG1 children) were targeted. In order to analyze the data from the pre- and post-test, the author used the Statistical Package for the Social Sciences (SPSS) V18.0. two-way ANOVA analysis and t-test. The findings of the study confirmed that adopting Whole Brain Teaching (WBT) approach helped in the increasing of student's involvement. Third, the intervention allowed children to see, say, hear and move physically, and this resulted in the emotional involvement in lessons presented. Gradually, as lessons progress, children become more fluent. The effectiveness of WBT had great results which were obvious on children's learning, affection and behaviour. During and after the presentation and application of the intervention, children maintained behavioural engagement. Prior to the intervention, the teacher took a long time trying to manage children.

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