Elementary Mathematics Curriculum Materials

2020 ◽  
Author(s):  
Janine T. Remillard ◽  
Ok-Kyeong Kim
Keyword(s):  
Elementary Mathematics ◽  
Mathematics Curriculum ◽  
Curriculum Materials

Learning through doing in teacher education: a proposal

1974 ◽  
Vol 21 (5) ◽  
pp. 436-438
Author(s):  
Barker Bausell ◽  
William B. Moody
Keyword(s):  
Elementary Education ◽  
Elementary School Teachers ◽  
Elementary Mathematics ◽  
Mathematics Curriculum ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Education Major ◽  
College Textbook ◽  
Textbook Writer ◽  
Elementary Education Major

The rationale for teaching mathematics to prospective elementary school teachers is quite straightforward. A teacher must obviously have some knowledge of the discipline's subject matter in order to insure adequate learning on the part of instructed students. This is normally accomplished by requiring the elementary education major to take a prescribed number of courses dealing with concepts deemed relevant to the elementary mathematics curriculum. The problem with this procedure is that the college textbook writer must himself arbitrarily decide which concepts are relevant and which are not. The purpose of the present article is to propose a procedure for teaching mathematics to propective teachers that avoids much of this arbitrariness.

Building the Mathematics and Literature Connection through Children's Responses

2004 ◽  
Vol 10 (6) ◽  
pp. 328-333
Author(s):  
Jeffrey C. Shih ◽  
Cyndi Giorgis
Keyword(s):  
Elementary Mathematics ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
The Past ◽  
And Mathematics

The Connections Standard in Principles and Standards for School Mathematics makes the significant observation that “the opportunity for students to experience mathematics in a context is important” (NCTM 2000, p. 66). Literature provides such a contextual base by embedding the meaning of the mathematics in situations to which children can relate. In this regard, the use of literature in the elementary mathematics curriculum has steadily increased over the past few years. The publication of books that specifically feature mathematics, as well as a deeper understanding by teachers of how to integrate literature and mathematics topics, has aided this increase. This article builds on the premise that educators want children to recognize and respond to the mathematics that may be evident or embedded in literature.

Teachers’ Interactions with Curriculum Materials in Mathematics Education

2019 ◽  
Vol 21 (3) ◽  
pp. 2-23
Author(s):  
Gilberto Januario ◽  
Ana Lúcia Manrique
Keyword(s):  
Mathematics Education ◽  
Curriculum Development ◽  
Curriculum Design ◽  
Mathematics Curriculum ◽  
Meta Analysis ◽  
Curriculum Materials ◽  
Research Report ◽  
Teaching Competencies ◽  
Two Agents ◽  
The Relationship

From the 1990s, teachers have been provided with a considerable number of materials produced and distributed by different governments to develop a mathematics curriculum to perform as curriculum implementers and promote the mathematical reform of different teaching systems. These resources have been researching tools. However, the types of use that teachers make of them are still little explored. In this article, we present the results of a study that aimed to understand the relationship between teacher-curriculum materials in the area of mathematics education, which takes discussions about teaching competencies of curriculum design as theoretical contributions. The research analysed a research report, and meta-analysis was the methodology adopted. The results indicate that affordances and constraints qualify the materials and potentiate the agency and its displacement, both for teachers and for materials, thus imparting different interactions between these two agents of curriculum development in mathematics.

scholarly journals Mathematics Curriculum Effects on Student Achievement in California

AERA Open ◽  
2017 ◽  
Vol 3 (1) ◽  
pp. 233285841769051 ◽  
Author(s):  
Cory Koedel ◽  
Diyi Li ◽  
Morgan S. Polikoff ◽  
Tenice Hardaway ◽  
Stephani L. Wrabel
Keyword(s):  
Student Achievement ◽  
Marginal Cost ◽  
Elementary Mathematics ◽  
Mathematics Curriculum ◽  
The Other ◽  
Elementary Grades ◽  
Mathematics Textbooks ◽  
Positive Effects ◽  
Grade 3 ◽  
Math Test

We estimate relative achievement effects of the four most commonly adopted elementary mathematics textbooks in the fall of 2008 and fall of 2009 in California. Our findings indicate that one book, Houghton Mifflin’s California Math, is more effective than the other three, raising student achievement by 0.05 to 0.08 student-level standard deviations of the Grade 3 state standardized math test. We also estimate positive effects of California Math relative to the other textbooks in higher elementary grades. The differential effect of California Math is educationally meaningful, particularly given that it is a schoolwide effect and can be had at what is effectively zero marginal cost.

scholarly journals Investigating prospective elementary mathematics teachers’ skills of relating origami to topics in mathematics curriculumİlköğretim matematik öğretmeni adaylarının origamiyi matematik öğretim programındaki konularla ilişkilendirme becerilerinin incelenmesi

2017 ◽  
Vol 14 (4) ◽  
pp. 3780
Author(s):  
Özkan Ergene ◽  
Melek Masal ◽  
Ercan Masal ◽  
Mithat Takunyacı
Keyword(s):  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Elementary Mathematics ◽  
Mathematics Curriculum ◽  
Implementation Process ◽  
Study Data ◽  
Teaching Tool ◽  
Marmara Region ◽  
Mathematical Concepts ◽  
Pine Tree

Origami, known as paper folding art, is used in mathematics education as a teaching tool. The fact that using origami in mathematics lessons makes teaching mathematical concepts easier and makes lessons enjoyable is taken into account, there is as need to improve prospective elementary mathematics teachers’ skills of using origami. In this context, in this study, prospective elementary mathematics teachers’ use of origami with elementary mathematics curriculum was investigated. In this qualitative study which is conducted in the light of non-positivist interpretive paradigm, research design was determined as a case study. 64 prospective elementary mathematics teachers who took Origami with Mathematics elective course and still study in faculty of education at one of the universities which is located in northeast of Marmara region constitute the sample of the study. Data collection tools were diaries collected from prospective teachers on a weekly basis, micro teaching presentations made by prospective teachers and micro teaching folders prepared by prospective teachers. In data analysis process, firstly topics associated to origami models in lessons and then, topics chosen for micro teaching presentations by prospective teachers were analyzed by using descriptive statistics. In diaries, it was seen that most related models to mathematics topics and objectives selected by prospective teachers in curriculum were models which are easy to be made such as pine tree and lily. It was observed that prospective teachers associated origami to seventh grade topics most and these topics generally include geometric concepts. In addition, fractions, ratio-proportion, rational numbers and first degree equations were also selected by prospective teachers. According to the results of the study, at the end of the implementation process, it can be said that prospective teachers’ hand skills developed and their skills of connecting origami to elementary mathematics curriculum improved through origami. Furthermore, they realized that origami can be used in mathematics lessons a teaching tool. Extended English abstract is in the end of Full Text PDF (TURKISH) file. ÖzetKağıt katlama sanatı olarak bilinen origami, matematik eğitimi alanında bir öğretim aracı olarak kullanılmaktadır. Matematik derslerinde origami kullanımının, matematik kavramlarının aktarılmasını kolaylaştırdığı, öğretim sürecini eğlenceli hale getirdiği göz önüne alındığında matematik öğretmen adaylarının origamiyi kullanma becerilerinin geliştirilmesi gerekliliği hissedilmektedir. Bu bağlamda bu araştırmada ilköğretim matematik öğretmen adaylarının ortaokul matematik öğretim programında origami kullanımları incelenmiştir. Pozitivist olmayan yorumlayıcı paradigmanın izlerini taşıyan nitel araştırmada, durum çalışması araştırmanın deseni olarak benimsenmiştir. Araştırmanın çalışma grubunu Marmara bölgesinin kuzeydoğusunda yer alan bir üniversitenin eğitim fakültesinde öğrenim gören ve Origami ile Matematik seçmeli dersini alan 64 ilköğretim matematik öğretmen adayı oluşturmaktadır. Veri toplama araçları olarak öğretmen adaylarına rutin olarak her hafta dağıtılan günlükler, öğretmen adaylarının yapmış oldukları mikro öğretim sunumları ve dosyaları kullanılmıştır. Veri analiz sürecinde, öncelikle ders içerisinde görülen origami modelleri ile ilişkilendirilen konuların, sonrasında ise mikro öğretim sunumları için seçilen konuların betimsel istatistikler ile analiz edilmiştir. Öğrenci günlüklerinde çam ağacı, zambak gibi yapımı kolay olarak nitelendirilebilecek modellerin öğretmen adayları tarafından öğretim programındaki kazanım ve konularla daha fazla ilişkilendirilmiştir. Origami ile yedinci sınıf konularının ağırlıkla ilişkilendirildiği ve bu konuların genellikle geometrik kavramları içeren konular olduğu gözlemlenmiştir. Ayrıca kesirler, oran-orantı, rasyonel sayılar ve birinci dereceden denklemler gibi konularında öğretmen adayları tarafından seçildiği belirlenmiştir. Araştırma sonucunda öğretmen adaylarının origami kullanabilmek için el becerilerinin ve ortaokul matematik öğretim programı ile ilişkilendirme becerilerinin geliştiği, origamiyi matematik derslerinde kullanılabilecek bir öğretim aracı olarak görmeye başladıkları sonucuna ulaşılmıştır.

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