Elementary School teacher preparation for teaching physics - the Greek approach

1993 ◽  
Vol 28 (5) ◽  
pp. 317-319 ◽  
Author(s):  
G Kalkanis ◽  
D Kostopoulos
Keyword(s):  
Elementary School ◽  
Teacher Preparation ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Teaching Physics

Forum on teacher preparation: Pedagogy in elementary mathematics education—time for a change

1970 ◽  
Vol 17 (7) ◽  
pp. 605-611
Author(s):  
John F. Leblanc
Keyword(s):  
Elementary School ◽  
Teacher Preparation ◽  
Mathematics Education ◽  
Elementary Mathematics ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Methods Course ◽  
Mathematics Courses ◽  
Elementary Mathematics Education ◽  
General Method

The typical elementary school teacher of 1970 has been prepared as a general elementary school teacher. She may have had no other preparation to teach mathematics than a methods course; at worst, only a few weeks in a general method course; at best, a couple mathematics courses and a three-credit course in methods. Whatever her preparation, the typical teacher follows the textbook with a fair amount of vigor. This is not to be critical of the teacher since she also teaches six to ten other subjects. It can be said, however, that ordinarily she does not have a clear picture nor understanding of what she is trying to do in mathematics.

Forum on teacher preparation: The prospective elementary school teacher and mathematics methodology

1969 ◽  
Vol 16 (7) ◽  
pp. 569-574
Author(s):  
William R. Arnold
Keyword(s):  
Elementary School ◽  
Teacher Preparation ◽  
Mathematics Education ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Ongoing Process ◽  
And Mathematics

There is little doubt that today the “discovery approach” is the preferred method for teaching mathematics. Implicit in this method is the notion that children should discover mathematical concepts, that the Ieamer engage in some form of inquiry, and that the ongoing process of learning is of prime importance. All this is reflected in the recent emphasis in mathematics education upon discovery, inquiry, and process.

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