Arithmetical abstractions—progress toward maturity of concepts under differing programs of instruction

1963 ◽  
Vol 10 (6) ◽  
pp. 322-329
Author(s):  
William A. Brownell
Keyword(s):  
Large Body ◽  
Mathematical Concepts ◽  
Mathematical Content ◽  
Differences Of Opinion ◽  
Mathematical Relationships

The assumption basic to my investigation is that school instruction in arithmetic should be organized to help children to think abstractly about quantitative matters, and that to achieve this end they need to acquire a large body of mathematical concepts and be able to use intelligently another large body of mathematical relationships, generalizations, and principles. I doubt that many will quarrel with this assumption. Differences of opinion center around the particular mathematical content to be taught and around the rate at which children should be urged toward abstractions.

Comprehension of Mathematical Relationships Expressed in Graphs

1987 ◽  
Vol 18 (5) ◽  
pp. 382-393 ◽  
Author(s):  
Frances R. Curcio
Keyword(s):  
Reading Achievement ◽  
Mathematics Achievement ◽  
Prior Knowledge ◽  
Fourth Graders ◽  
Graphical Form ◽  
Seventh Graders ◽  
Mathematical Content ◽  
Graph Comprehension ◽  
And Mathematics ◽  
Mathematical Relationships

In this study, the schema-theoretic perspective of understanding general discourse was extended to include graph comprehension. Fourth graders (n=204) and seventh graders (n=185) were given a prior-knowledge inventory, a graph test, and the SRA Reading and Mathematics Achievement Tests during four testing sessions. The unique predictors of graph comprehension for Grade 4 included reading achievement, mathematics achievement, and prior knowledge of the topic, mathematical content, and form of the graph. The unique predictors for Grade 7 were the same except that prior knowledge of topic and graphical form were not included. The results suggest that children should be involved in graphing activities to build and expand relevant schemata needed for comprehension.

scholarly journals USING THE POTENTIAL OF A TOY BOOK IN THE PREPARATION OF BACHELOR STUDENTS IN THE FIELD OF MATHEMATICAL EDUCATION OF PRESCHOOL CHILDREN

2021 ◽  
Vol 2 ◽  
pp. 671-686
Author(s):  
Tatiana Alekseeva ◽  
Irina Mikhailova
Keyword(s):  
Preschool Children ◽  
Creative Thinking ◽  
Statistical Data ◽  
Preschool Teachers ◽  
Theoretical Description ◽  
Mathematical Education ◽  
Mathematical Concepts ◽  
Mathematical Content ◽  
Internet Resources ◽  
Literary Sources

The article outlines the problem of using the potential of toy books in preparing bachelor students for purposeful work on the formation of mathematical concepts in preschool children and suggests the idea of organizing the creative activity of students to design toy books with mathematical content.The article contains an overview of classifications of toy books, pedagogically characterized and methodically described examples-constructs of various types of toy books created by bachelor students. The pedagogical potential of these constructs allows us in this work to consider a toy book as a means of mathematical education for preschool children.The purpose of the study is a theoretical description and empirical understanding of the advantages of using the potential of a toy book with mathematical content in the educational activities of a university for the development of creative thinking of future preschool teachers. To achieve the goal, the following methods were used: theoretical analysis of literary sources, Internet resources, analysis of statistical data and a pedagogical experiment.The results of the study showed difficulties in mastering the method of designing a toy book with mathematical content, revealed the preferences of future educators-educators in choosing one or another type of toy book that dominates in its content a mathematical topic and methodological features of its implementation in the presented design form.The conducted research and analysis of the results allowed us to obtain data on the importance of including in the process of training future teachers-educators a creative technique - the design of toy books with mathematical content. 

Mathematical concepts and the postage stamp

1972 ◽  
Vol 19 (6) ◽  
pp. 452-455
Author(s):  
John Niman
Keyword(s):  
Mathematics Teacher ◽  
Dance Music ◽  
Postage Stamp ◽  
Mathematical Concepts ◽  
Comic Strips ◽  
The Many ◽  
Mathematical Relationships

There are increasing demands on the mathematics teacher to integrate pupils' individual experiences and interests with the learning of mathematical concepts. Some of these demands can be met by using the many activities that are available in the mathematics laboratory. Other ways, not yet fully explored, also exist. For example, one can investigate mathematical relationships through art, dance, music, poetry, newspapers, comic strips, and hobbies.

Brief Reports: Textbook Pictures and First-Grade Children's Perception of Mathematical Relationships

1978 ◽  
Vol 9 (5) ◽  
pp. 368-374
Author(s):  
Patricia F. Campbell
Keyword(s):  
Related Problem ◽  
First Grade ◽  
Mathematics Textbooks ◽  
Mathematical Concepts ◽  
Primary Mathematics ◽  
Whole Numbers ◽  
Mathematical Relationships

An examination of current primary mathematics textbooks reveals that one method of communicating mathematical concepts to children is with dynamic pictures used in conjunction with written numeral statements. These pictures portray motion and are meant to serve as a reference either to assist the students in solving a related problem or to define a context within which the problem may be interpreted. However, it is necessary for the children to relate or assimilate the characters depicted in these pictures and to perceive the action portrayed before they can associate these pictures with the addition or subtraction of whole numbers.

Methodological Aspects of the Development of Test Tasks As a Means of Mathematical Concepts Formation

2016 ◽  
Vol 4 (4) ◽  
pp. 56-63
Author(s):  
Воинова ◽  
I. Voinova ◽  
Сафонова ◽  
L. Safonova
Keyword(s):  
Graduate Students ◽  
Psychological Aspects ◽  
Teaching Mathematics ◽  
Mathematics Students ◽  
Mathematical Concepts ◽  
Mathematical Content ◽  
Function Tests ◽  
Methodological Aspects ◽  
The Given ◽  
Logical Rules

The article is devoted to the methodical features of construction of test tasks aimed at the formation of mathematical concepts. The authors analyze the pedagogical and psychological aspects of the given process, based on the logical rules of construction of determination notions and existing of the concept of the formation of mathematical concepts. The paper discloses and substantiates the possibility of the use of test tasks as a means of formation of mathematical concepts based on the diagnostic and didactic function tests. Methodic recommendations of application of test tasks at this or that stage of work on notion is given. The examples of the construction test tasks in view of specificity the mathematical content are shown. The article also examined ways of changing the complexity of these tasks, allowing you to use the proposed materials in the profile of teaching mathematics. Materials of the article will be useful for teachers of mathematics, students of pedagogical universities, graduate students and scientific workers pedagogical profile.

Experimental projects and research: The use of programed instruction in teaching an advanced mathematical topic

1962 ◽  
Vol 9 (3) ◽  
pp. 160-162
Author(s):  
Robert Kalin
Keyword(s):  
Elementary Schools ◽  
Secondary School ◽  
Sixth Grade ◽  
Intermediate Grade ◽  
Mathematical Concepts ◽  
Mathematical Content ◽  
Considerable Evidence ◽  
Mathematical Topic

Considerable evidence bas been accumulating that intellectually superior fifth-and sixth-grade pupils have both the ability and the desire to learn important mathematical concepts normally not taught until secondary school. But elementary schools have generally been unable to include advanced mathematical content in their courses of study for their more capable intermediate-grade pupils.

Changing Children's Stance towards Mathematics through Mobile Teaching

2015 ◽  
pp. 122-145
Author(s):  
Andreas O. Kyriakides ◽  
Maria Meletiou-Mavrotheris ◽  
Theodosia Prodromou
Keyword(s):  
Computer Programming ◽  
Educational Games ◽  
Mathematical Concepts ◽  
Mathematical Content ◽  
Primary Level ◽  
Mathematics Curricula ◽  
Development Of Students

In this chapter, we argue for the importance of embedding computer programming into existing mathematics curricula through the use of educational games apps. We illustrate the apps' opportunities by showing how programming was incorporated into a task undertaken by a group of 10-11 year old students. This was their first experience of computer programming at the primary level. The results of this study contribute to understanding a) the development of students' reasoning about mathematical concepts and procedures throughout the participants' engagement with A.L.E.X. app, and b) students' articulated impressions about educational games apps with mathematical content, including students' acknowledgment of the pedagogical role that an iPad could play.

Formation of Mathematical Concepts by Younger Schoolchildren

2018 ◽  
Vol 6 (2) ◽  
pp. 52-56
Author(s):  
Н. Чиркова ◽  
N. Chirkova ◽  
О. Павлова ◽  
O. Pavlova
Keyword(s):  
Learning Activities ◽  
Logical Framework ◽  
Mathematical Concepts ◽  
Mathematical Content

The article considers the problem of formation of the conceptual and terminological framework of younger schoolchildren in the process of acquiring knowledge of mathematical content. The article reveals the logical framework of concepts as forms of thinking. The authors substantiate the possibility of controlling the process of mastering concepts, shaping them with desired qualities through the stages of formation of concepts. The contents of the learning activities of students at each stage on the example of the concept “equation” are sescribed.

Using the research on intergroup conflict in nonhuman animals to help inform patterns of human intergroup conflict

2019 ◽  
Vol 42 ◽  
Author(s):  
Amanda R. Ridley ◽  
Melanie O. Mirville
Keyword(s):  
Large Body ◽  
Nonhuman Animal ◽  
Intergroup Conflict ◽  
Costs And Benefits ◽  
Animal Groups ◽  
Interesting Article ◽  
Nonhuman Animals

Abstract There is a large body of research on conflict in nonhuman animal groups that measures the costs and benefits of intergroup conflict, and we suggest that much of this evidence is missing from De Dreu and Gross's interesting article. It is a shame this work has been missed, because it provides evidence for interesting ideas put forward in the article.

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