scholarly journals The Trend of Development and Functions of Mathematic Contemplation in Elementary School Boys

2021 ◽  
Vol 58 (2) ◽  
pp. 1486-1493
Author(s):  
Mamatov M.SH. , Karimova K.R.
Keyword(s):  
Elementary School ◽  
Mathematical Thinking ◽  
Teaching Mathematics ◽  
Scientific Thinking ◽  
Mathematics Methods ◽  
Trend Of Development

Here given the features, characteristic qualities of mathematic thinking and possibilities of increasing it during teaching mathematics in primary classes relatively to the formation of separate forms of mathematical thinking from the methods of teaching the mathematics, methods of scientific thinking.

scholarly journals Uočavanje zakonitosti i pravila u početnoj nastavi matematike

2021 ◽  
Vol 18 (1) ◽  
pp. 325-338
Author(s):  
Ivana Jovanović ◽  
Nenad Vulović ◽  
Keyword(s):  
Elementary School ◽  
Everyday Life ◽  
Elementary School Students ◽  
Technological Development ◽  
Mathematical Thinking ◽  
Experimental Program ◽  
Teaching Mathematics ◽  
School Students ◽  
Teaching Of Mathematics ◽  
Experimental Group

In a time of quick changes and technological development, the key task of teaching mathematics is to encourage and develop mathematical thinking. The teaching of mathematics is important in the life of every individual because mathematics permeates all aspects of human activity. Mathematical thinking is necessary for solving many problems in everyday life and work of every individual. The ability to find rules in the initial teaching of mathematics is one of the abilities of mathematical thinking, more precisely logical, and its encouragement and development in teaching contributes to the encouragement and development of mathematical thinking. This paper presents specific examples of problem tasks that encourage and develop the ability to find rules in the initial teaching of mathematics, as well as the results of the research conducted to examine the effects of the application of these problem tasks. The research sample consisted of 238 third grade elementary school students. The research results show that after the application of the experimental program, there was a significant improvement in the ability of finding rules in experimental group. The results confirm that this ability can be encouraged and developed in the initial teaching of mathematics.

The Use of the Concrete-representational-abstract (CRA) Sequence to Improve Mathematical Outcomes for Elementary Students with Emotional Behavioral Disorders

2021 ◽  
Author(s):  
Margaret M Flores ◽  
Vanessa M Hinton
Keyword(s):  
Elementary Students ◽  
Behavioral Disorders ◽  
Conceptual Understanding ◽  
Mathematical Thinking ◽  
Emotional Behavioral Disorders ◽  
Teaching Mathematics ◽  
Teaching Sequence ◽  
Positive Effects ◽  
Students With Ebd

The concrete-representational-abstract (CRA) sequence is an explicit methodology for teaching mathematics that has been shown to have positive effects for students with EBD. This teaching sequence fosters conceptual understanding and mathematical thinking. This article describes how a teacher used explicit CRA instruction with two elementary students with EBD. Its aims are to describe and provide rationale for CRA instruction. We will describe lesson activities, methods, materials, and procedures. Finally, we will offer suggestions for implementation.

scholarly journals The level of the skills of scientific thinking and mathematical thinking among the students of the primary stage: مستوى مهارات التفكير العلمي والتفكير الرياضي لدى طالبات المرحلة الإبتدائية

2017 ◽  
Vol 1 (3) ◽  
Author(s):  
Ilham Bent Ali Al Shalabi ◽  
Shatha bint Ahmed Al Khalifa
Keyword(s):  
School Environment ◽  
Mathematics Curriculum ◽  
Mathematical Thinking ◽  
Sixth Grade ◽  
Thinking Skills ◽  
Scientific Thinking ◽  
Primary Stage ◽  
Sixth Grade Students ◽  
Training Courses ◽  
And Mathematics

The purpose of this study was to know the level of scientific thinking skills and the level of mathematical thinking skills. Is there a correlation between the skills of scientific thinking and the mathematical thinking skills of sixth grade students? A study was used to measure the level of scientific and athletic thinking skills. The sample consisted of 455 sixth grade students The total number of female students was 29,680. The descriptive descriptive approach was used to find the relationship between the level of the skills of scientific thinking and mathematical thinking. The most important results of the study were that the level of scientific and sports thinking skills was medium And the level of skills of mathematical thinking, as the higher the level of scientific thinking skills, the higher the level of mathematical thinking skills among students in the sixth grade of primary The study presented several recommendations, the most important of which are the holding of training courses for teachers during the service to train them to employ thinking and skills and train teachers to design scientific positions and implants within the curriculum and address the weakness and lack of thinking skills that appear during teaching and the development of teachers Wu The most important proposals of the study are the study of the auxiliary aspects and the obstacles to the teaching of thinking in the school environment, the extent to which teachers are aware of the skills of thinking and whether they are integrated and taught through teaching, analysis of the content of science and mathematics curriculum developed for the primary stage to learn Availability of basic thinking skills in curricula.

A sense of order in mathematics

1964 ◽  
Vol 11 (7) ◽  
pp. 490-495
Author(s):  
Digby Diehl
Keyword(s):  
Elementary School ◽  
Teaching Methods ◽  
School Curriculum ◽  
Educational Needs ◽  
Teaching Mathematics ◽  
The Past ◽  
Intellectual Inquiry ◽  
American Schools ◽  
Nature Of Mathematics ◽  
The Way

For the past ten years educators have been engaged in an important controversy over the place of mathematics in the elementary school curriculum. This cont roversy has raised several fundamental questions about the nature of mathematics as a body of intellectual inquiry and about the effectiveness of methods of teaching mathematics. More significantly, it has cast serious doubt on the way in which all subjects are being taught in American schools today. From a different view, however, it has also caused us to review the basic purposes of education in America and to see whether our teaching methods and our subject curriculums now fulfill the basic educational needs of students.

Academic language in elementary school mathematics

2017 ◽  
Vol 6 (2) ◽  
pp. 213-230 ◽  
Author(s):  
N. Dokter ◽  
R. Aarts ◽  
J. Kurvers ◽  
A. Ros ◽  
S. Kroon
Keyword(s):  
Elementary School ◽  
Academic Language ◽  
Second Grade ◽  
Teaching Mathematics ◽  
Syntactic Complexity ◽  
Lexical Diversity ◽  
Specific Language ◽  
Elementary School Mathematics ◽  
Key Features ◽  
Language Input

Abstract Students who are proficient academic language (AL) users, achieve better in school. To develop students’ AL register teachers’ AL input is necessary. The goal of this study was to investigate the extent of AL features in the language input first and second grade teachers give their students in whole class mathematics instruction. Five key features could be distinguished: lexical diversity, lexical complexity, lexical specificity, syntactic complexity and textual complexity. Teachers used all features, but the amount in which they used them varied. While all teachers used lexical specific language when teaching mathematics, they did not use very complex language input. The academicness of teachers’ input was significantly higher in grade 2 than in grade 1 with respect to lexical diversity and lexical specificity. The input during explanation and discussion only differed with regard to textual complexity, which was higher during explanation.

Is the “new math” really better?

1974 ◽  
Vol 21 (1) ◽  
pp. 68-73
Author(s):  
Irving M. Cowle
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Teaching Mathematics ◽  
Primary Function ◽  
Parent Groups ◽  
New Math

Is the ‘new math’ really better? I have heard this question literally hundreds of times, both in my primary function (that of teaching mathematics education to students preparing for careers in the elementary school) and on the occasions when I spoke to parent groups or conducted workshops for teachers who are already in service. People are still asking, “Just what is the ‘new math’?” One also hears repeatedly, from those individuals who once loved mathematics and did so well, “Until the new programs came along …, then I was all mixed up.”; And there are numerous instances in which a highly competent parent who majored in mathematics in college, or is an engineer, relates how he could always help his youngster with homework, “but now, I don't know what they're talking about.”

A Summer Professional Growth Experience

1985 ◽  
Vol 32 (9) ◽  
pp. 16-17
Author(s):  
Loye Y. (Mickey) Hollis
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Elementary School Students ◽  
Professional Growth ◽  
Teaching Mathematics ◽  
School Teachers ◽  
School Students ◽  
Unique Experience ◽  
The Subject ◽  
Achievement In Mathematics

It was probably not a unique experience, but it sure was fun, and more important, fifteen elementary school teachers improved their skills for teaching mathematics and did away with some anxiety about the subject. While they were about it, these teachers also increased the achievement in mathematics of forty-five elementary school students and showed them that mathematics can be a lot of fun.

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