arithmetic instruction

2011 ◽  
Keyword(s):  
Arithmetic Instruction

arithmetic instruction

2000 ◽  
pp. 62-62
Author(s):  
Martin H. Weik
Keyword(s):  
Arithmetic Instruction

A survey of arithmetic intraclass grouping practices

1966 ◽  
Vol 13 (4) ◽  
pp. 310-314
Author(s):  
Emery Brewer
Keyword(s):  
Elementary School ◽  
Reading Instruction ◽  
Learning Ability ◽  
Grouping Practices ◽  
Arithmetic Instruction

Intraclass grouping for reading instruction in the elementary school is common practice.1 Individual pupil differences in arithmetic learning ability are in all probability as great as such differences in ability to learn to read. So a question arises about the extent of intraclass grouping for arithmetic instruction. If such grouping is not common practice, what are the reasons?

Evaluation of an accelerated arithmetic program

1965 ◽  
Vol 12 (2) ◽  
pp. 113-119
Author(s):  
James N. Jacobs ◽  
Althea Beery ◽  
Judith Leinwohl
Keyword(s):  
Public Schools ◽  
Arithmetic Instruction

In 1959–60 the Cincinnati Public Schools initiated a five-year experiment of arithmetic acceleration in selected schools in Grades 3 through 6. The plan was to provide a more challenging program of arithmetic instruction for capable pupils.

AT Classic: A Philosophy of Arithmetic Instruction

1988 ◽  
Vol 36 (3) ◽  
pp. 37-41
Author(s):  
Howard Fehr
Keyword(s):  
Problem Solving ◽  
Theory And Practice ◽  
Field Theories ◽  
Classroom Teachers ◽  
Wide Range ◽  
Arithmetic Instruction ◽  
Philosophy Of Arithmetic

Fehr covers a wide range of topics in this article by necessity, because of his broadly conceived view of arithmetic instruction. He reminds us that arithmetic instruction must be determined by a set of several interrelated concerns: societal and children's needs, the structure of the discipline, and a knowledge of how children learn. Perhaps more than anything, though, I consider this article a classic because of Fehr's discussion of problem solving. To Fehr, problem solving is the ultimate goal of arithmetic instruction—a position that has a very familiar, contemporary ring. However, Fehr's views about how to develop problem-solving ability. which were an outgrowth of his commitment to field theories of learning, are less familiar and largely ignored. Since some recent studies tend to support Fehr's views, they warrant the attention of classroom teachers and researchers alike. By reprinting this article from April 1955. it is hoped that another perspective will be injected into the debate on how to teach problem solving. (The reader is referred to another classic by Fehr, “Theories of Learning Related to the Field of Mathematics,” in The Leaming of Mathematics: Its Theory and Practice, the Twenty-first Yearbook of the NCTM.)

Arithmetic in the Total School Program

1957 ◽  
Vol 4 (6) ◽  
pp. 235-239
Author(s):  
James Curtin
Keyword(s):  
Elementary School ◽  
Social Studies ◽  
School Curriculum ◽  
School Program ◽  
Arithmetical Knowledge ◽  
Arithmetic Instruction

Effective arithmetic instruction is not confined solely to arithmetic periods. The demands placed upon the arithmetical knowledge of the children are inherent in all subjects in the elementary school curriculum. In some areas of study these demands are enormous while in others they are less significant. However, if we can generalize at all, we can say that knowledge of arithmetic or a knowledge of quantity is necessary in every subject that is taught in the elementary school. Indeed, we might go further to say that the understandings derived from studying the sciences, social studies, even spelling, music and art are dependent in some measure upon the quantity involved.

Introducing Division Through Problem-Solving Experiences

1991 ◽  
Vol 38 (8) ◽  
pp. 14-18
Author(s):  
Marilyn Burns
Keyword(s):  
Problem Solving ◽  
Problem Situations ◽  
Computational Procedures ◽  
Arithmetic Instruction

Teaching computational procedures has traditionally been the goal of instruction in arithmetic. Instruction usually moves from developing the concept to introducing the notation and then to teaching the algorithm. The emphasis is on having pupils learn to do calculations. Applications to problem situations follow.

Deductive reasoning in the primary-arithmetic program

1962 ◽  
Vol 9 (1) ◽  
pp. 20-21
Author(s):  
James M. Foster
Keyword(s):  
Elementary School ◽  
Deductive Reasoning ◽  
School Program ◽  
Arithmetic Instruction

One of the avowed aims of the elementary- school program is to teach children how to think. The ability to take a set of conditions and deduce logical conclusions is an essential skill in our modem society. Arithmetic instruction as an integral part of our total elementary program should make a contribution to the development of deductive reasoning.

Arithmetic instruction changes pupils' attitudes toward arithmetic

1961 ◽  
Vol 8 (3) ◽  
pp. 117-119
Author(s):  
Harold H. Lerch
Keyword(s):  
Ability Grouping ◽  
Classroom Teachers ◽  
Classroom Organization ◽  
Major Aspect ◽  
Rate Of Learning ◽  
The Subject ◽  
Arithmetic Instruction

The fact that pupils in all arithmetic classes differ in such ways as understanding of number operations, rate of learning, background of experience, and interest in the subject indicates that arithmetic instruction should be adjusted to provide for the apparent variations in pupils. Authors of texts concerned with the teaching of arithmetic recognize that these pupil differences exist and suggest methods of teaching and classroom organization to provide for them. Classroom teachers are also aware of the extent of these differences and are concerned with methods of instruction which will meet the needs of all the pupils in their classrooms. The adjustment of arithmetic in truction to variations in pupils has become a major aspect of arithmetic in truction. Most of the proposals and methods for adjusting arithmetic instruction to pupil differences in arithmetical abilities and understandings are concerned with some organizational procedure and involve some type of ability grouping or some type of individualized program.

Arithmetic Problems: Cause and Solution

1958 ◽  
Vol 5 (3) ◽  
pp. 153-154
Author(s):  
W. R. Taylor
Keyword(s):  
General Public ◽  
Considerable Confusion ◽  
Arithmetic Instruction

There is considerable confusion among teachers and administrators about the steps that should be taken to meet the demands for more—and better—arithmetic instruction coming from industry, government, science and the general public.

A New Committee on Arithmetic

1937 ◽  
Vol 30 (7) ◽  
pp. 336-337
Author(s):  
R. L. Morton
Keyword(s):  
Annual Meeting ◽  
Teaching Practices ◽  
Atlantic City ◽  
National Society ◽  
Psychological Function ◽  
Computational Function ◽  
Large Influence ◽  
The Subject ◽  
Arithmetic Instruction ◽  
Research Studies

In February, 1930, the National Society for the Study of Education presented its well known Twenty-ninth Yearbook at the annual meeting which was held that year at Atlantic City. The Twenty-ninth Yearbook contains in some seven hundred pages the report of the Society's Committee on Arithmetic. There is much valuable material in the Twenty-nint h Yearbook. Part I devotes six chapters to “Some Aspects of Moderu Thought on Arithmetic.” Part II reports in 14 chapters a series of research studies in arithmetic. There is no doubt that this yearbook has had a large influence on the construction of courses of study and the writing of textbooks. Also, supervisors and teachers who read the yearbook have reflected its influence in teaching practices. However, as the Reviewing Committee points out in its 29–page Critique, emphasis in the yearbook is largely upon the computational function. Little attent ion is given to other functions of arithmetic instruction, notably the informational function, the sociological function, and the psychological function. Furthermore, the research studies quite naturally include what the Committee was able to collect and do not rover the subject at all completely.

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