Story Problem Solving in Elementary School Mathematics: What Differences Do Calculators Make?

1982 ◽  
Vol 13 (5) ◽  
pp. 381 ◽  
Author(s):  
Walter Szetela
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Story Problem

Story Problem Solving in Elementary School Mathematics: What Differences Do Calculators Make?

1982 ◽  
Vol 13 (5) ◽  
pp. 381-389
Author(s):  
Walter Szetela
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
School Mathematics ◽  
Parallel Study ◽  
Elementary School Mathematics ◽  
Story Problem ◽  
Paper And Pencil

For 8 to 12 weeks, 180 students in Grades 3, 5, 7, and 8 used calculators (C) or no calculators (N) for problem solving. A parallel study in which all 116 students, Grades 5, 6, and 7, used calculators for problem solving was conducted simultaneously. Posttesting with and without calculators produced few differences on the number of problems attempted and the number with correct operations. When using calculators on posttests, C groups obtained significantly more correct answers to problems than N groups in 7 out of 12 comparisons. On paper-and-pencil tests of computation and problem solving, C groups performed at least as well as N groups.

The fourth operation is not fundamental—fractional numbers and problem solving

1975 ◽  
Vol 22 (1) ◽  
pp. 28-32
Author(s):  
Marilyn J. Zweng
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Fractional Numbers ◽  
School Mathematics Curriculum

Few topics in the elementary school mathematics curriculum are a greater waste of time than division of fractional numbers. It is seldom used to solve problems, and those problems which children are taught to solve by division of fractional numbers are dealt with just as adequately by resorting to multiplication.

Doing Mathematics Is Problem Solving

1981 ◽  
Vol 28 (8) ◽  
pp. 40-43
Author(s):  
M. Vere DeVault
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Language Arts ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Learned Behavior ◽  
Mathematical Problems ◽  
Logical Order ◽  
Basic Facts

Problem solving in mathematics, like writing in the language arts, requires competence with certain basic skills or tools. Clearly, one cannot solve many mathematical problems without some notion of the basic facts, without competence in computation, understanding of operations, or the ability to sequence tasks in logical order. In today's elementary school mathematics curriculum, however, so much time is devoted to the development and perfection of tools that little time is left for using these tools in problem solving. Skill in the use of these tools in problem solving is learned behavior and the mathematics curriculum must provide ample and appropriate experience and practice in helping children learn to use these tools.

Data Bases: In the Teaching of Elementary School Mathematics

1989 ◽  
Vol 37 (1) ◽  
pp. 38-42
Author(s):  
George W. Bright
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Data Base ◽  
Conceptual Understanding ◽  
School Mathematics ◽  
Clear Understanding ◽  
Data Bases ◽  
Elementary School Mathematics ◽  
Technology Students ◽  
Use Of Technology

As the emphasis of elementary school mathematics moves toward more problem solving and more use of technology, students' understanding of concepts and ideas will become increasingly important. Without clear understanding of concepts and ideas, students are unlikely to be able to apply mathematics in everyday situations. This article illustrates one way to use data base software to develop conceptual understanding.

Ideas About Problem Solving: A Look At Some Psychological Research

1977 ◽  
Vol 25 (2) ◽  
pp. 12-14
Author(s):  
Frank K. Lester
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Mathematics Curriculum ◽  
Psychological Research ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
School Mathematics Curriculum

Those of us who have studied or taught mathematics at any level know that problem solving is at the heart of doing mathematics. In fact, many teachers and mathematicians would agree that doing mathematics is essentially solving problems. Assuming that problem solving is what mathematics is all about, there is no need for me to make a case in support of the increased emphasis that is being placed on problem solving in the elementary school mathematics curriculum.

Step into Problem Solving with Cooperative Learning

1989 ◽  
Vol 36 (7) ◽  
pp. 7-11
Author(s):  
Linda Rosenbaum ◽  
Karla Jeanne Behounek ◽  
Les Brown ◽  
Janet V. Burcalow
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Cooperative Learning ◽  
Classroom Practices ◽  
School Mathematics ◽  
First Century ◽  
Primary Level ◽  
Elementary School Mathematics ◽  
Twenty First Century

Problem solving has clearly emerged as a central emphasis for elementary school mathematics to facilitate our students' transition into the twenty-first century. Few teachers would argue its importance. How the primary-level teacher can translate these noble aspirations into actual classroom practices often becomes an area of consternation and concern.

The fourth operation is not fundamental

1972 ◽  
Vol 19 (8) ◽  
pp. 623-627
Author(s):  
Marilyn J. Zweng
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Short Range ◽  
School Mathematics ◽  
Elementary School Mathematics

It is becoming increasingly more popular to define mathematics programs in terms of behavioral objectives. Statements of behavioral objectives serve to highlight the significant aspects of a lesson, or a set of lessons, and as such are helpful in planning for teaching and learning. However, there is cause for concern. All too frequently, behavioral objectives are short range and piecemeal, and little distinction is made between intermediate goals and broad objectives. This is particularly true with respect to the teaching of computational skills. A reading of most lists of behavioral objectives for elementary school mathematics programs leaves the impression that being able to add, subtract, multiply, and divide are ends in themselves. They are not. Being able to compute is of very little use unless it can be appropriately applied to problem solving.

An experimental study of programmed versus traditional elementary school mathematics

1963 ◽  
Vol 10 (4) ◽  
pp. 199-204
Author(s):  
Frank W. Banghart ◽  
John C. Mclaulin ◽  
James B. Wesson ◽  
Leonard Pikaart
Keyword(s):  
Experimental Study ◽  
Elementary School ◽  
Problem Solving ◽  
Subject Matter ◽  
Fourth Grade ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
The Subject

The purpose of this experiment was to compare programmed materials with nonprogrammed materials. The subject matter was fourth-grade arithmetic. Comparisons were made for total arithmetic scores, problem solving, comprehension, and boy-girl difference.

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