Integrating the Teaching of Science and Mathematics in the Elementary School

1971 ◽  
Vol 71 (8) ◽  
pp. 725-730 ◽  
Author(s):  
Jack A. Reed
Keyword(s):  
Elementary School ◽  
And Mathematics

scholarly journals Orijentacija u prostoru

2018 ◽  
Vol 36 (13) ◽  
Author(s):  
Marija Obad
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Spatial Orientation ◽  
First Grade ◽  
Teaching Process ◽  
Study Results ◽  
Left And Right ◽  
And Mathematics

Space is the basic geographical concept which we gradually acquire. Through an articulation of the concepts LEFT and RIGHT from spatial orientation in first grade elementary school, using different contents, methods and resources one discovers a richness of methodical forms of which each, in its own fashion, participates in the realisation of the process of teaching and upbringing. The correlation with Physical education, art classes and mathematics confirms this fact. Such a mode of elaborating the content fulfills the basic requisite of wholeness in the teaching process which results in a higher motivation of pupils and better study results.

scholarly journals Designing Research-Based Professional Development for Elementary School Science and Mathematics

2011 ◽  
Vol 2011 ◽  
pp. 1-8 ◽  
Author(s):  
Brian L. Gerber ◽  
Edmund A. Marek ◽  
Ellice P. Martin
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Teaching And Learning ◽  
School Science ◽  
Service Agency ◽  
Elementary School Science ◽  
Education Organization ◽  
Math And Science ◽  
Nonprofit Education ◽  
And Mathematics

A partnership including 11 school districts, a university, service agency, and private nonprofit education organization formed a collaborative partnership to improve teaching and learning in elementary school science and mathematics. The partnership designed research-based professional development for 150 teachers of grades 3–5. The professional development resulted in statistically significant increases for those elementary school teachers on math and science competency tests over a two-year period. The professional development was the vehicle for providing teachers with professional development so that they could (a) increase their content background in science and mathematics and (b) apply newly learned inquiry practices in their math and science instruction.

Setting up symmetrical structures

2013 ◽  
Vol 20 (2) ◽  
pp. 116-119
Author(s):  
Terri L. Kurz
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Primary Grades ◽  
Elementary Grades ◽  
Student Interest ◽  
Science Technology ◽  
Student Interviews ◽  
And Mathematics

iSTEM: Integrating Science Technology Engineering in the Mathematics authors share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K'grade 6 classrooms. In this month's lesson, elementary school children in the primary grades learn to create symmetrical structures using wooden blocks. Student interviews and an observational rubric are used to assess the children. Extensions for intermediate elementary grades are provided.

What's Going On…

1985 ◽  
Vol 32 (8) ◽  
pp. 33
Author(s):  
Billy L. Hopkins
Keyword(s):  
Elementary School ◽  
Computer Literacy ◽  
Literacy Program ◽  
Second Grade ◽  
Information Contact ◽  
Second Grade Students ◽  
Loan Program ◽  
And Mathematics ◽  
At Home

Elementary computer loan program. John H. Bayne Elementary School in Capitol Heights, Maryland, has implemented a program in which students can check out a computer for use at home. The three-component computer-literacy program is financed by a donation from Prescription Learning, an instructional firm in Springfield, Illinois. The program's components consist of computer literacy for kindergarten through second-grade students, skill reinforcement for students in grades four and six as a follow-up to reading and mathematics programs, and computer use at home for students in grades three and five. In the at-home component, students use the computers from four to six weeks. For more information contact Joyce Thomas, Principal, John H. Bayne Elementary School, 7010 Walker Mill Road, Capitol Heights, MD 20743 (301/336-1200).

Inconsistency Between a Beginning Elementary School Teacher's Mathematics Beliefs and Teaching Practice

1997 ◽  
Vol 28 (5) ◽  
pp. 550-576 ◽  
Author(s):  
Anne M. Raymond
Keyword(s):  
Elementary School ◽  
Teaching Practice ◽  
Teacher Preparation Program ◽  
Mathematics Pedagogy ◽  
Beliefs About Mathematics ◽  
Proposed Model ◽  
Or Practice ◽  
Beliefs And Practice ◽  
And Mathematics ◽  
Teacher's Beliefs

This study investigates relationships between a beginning elementary school teacher's beliefs and mathematics teaching practices. A proposed model of relationships between beliefs and practice provided a conceptual framework for the examination of factors that influence beliefs, practice, and the level of inconsistency between them. Data were gathered over 10 months through audiotaped interviews, observations, document analysis, and a beliefs survey. Analyses included the categorization and comparison of beliefs and practice and the development of a revised model of relationships between beliefs and practice. Findings indicate that this teacher's beliefs and practice were not wholly consistent. Rather, her practice was more closely related to her beliefs about mathematics content than to her beliefs about mathematics pedagogy. Her beliefs about mathematics content were highly influenced by her own experiences as a student and her beliefs about mathematics pedagogy were primarily influenced by her own teaching practice. However, the extent to which her teacher preparation program influenced either her beliefs or practice was limited.

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