Reflections on the courtship of mathematics and science

1967 ◽  
Vol 14 (8) ◽  
pp. 645-649
Author(s):  
Charles H. D'Augustine
Keyword(s):  
Elementary School ◽  
School Science ◽  
School Mathematics ◽  
Elementary School Science ◽  
Elementary School Mathematics ◽  
Mathematics Program ◽  
And Mathematics ◽  
Mathematics And Science

It has been said that mathematics is the queen of the sciences. However, if one wants a truly dynamic elementary school mathematics program, then one must promote the marriage of mathematics and science curriculums. We have only to study the current elementary school science and mathematics programs in order to realize that not only are mathematics and science unmarried, but neither curriculum reflects a very serious awareness of the other's existence.

Sense and nonsense in a modern school mathematics program

1966 ◽  
Vol 13 (2) ◽  
pp. 83-91
Author(s):  
Howard F. Fehr
Keyword(s):  
Elementary School ◽  
Algebraic Topology ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Modern School ◽  
Mathematics Program ◽  
Point Set ◽  
Structured System ◽  
New Math ◽  
Mathematics And Science

If there is one phrase today that is prominent in the literature and conversation of all persons, professional and lay, and yet very nebulous, ambiguous, and meaningless in the minds of most of these persons, it is “modern math” or “the new math.” Now Modern Mathematics, as exemplified in such topics as Modern Algebra, Linear Algebra, Point-Set Topology, Algebraic Topology, Finite Mathematical Systems, Set Theory, and the like, is an exceedingly abstract, logical, axiomatic, well-structured system of knowledge. There is no nonsense in these branches of mathematics. They are pursued by students majoring in mathematics and science at the upper university and graduate levels of study. They have no place—no place—in elementary school mathematics. To do any of this mathematics in the elementary school would be more than nonsense—it would be insanity.

A second revolution

1965 ◽  
Vol 12 (4) ◽  
pp. 253-255
Author(s):  
John F. Newport
Keyword(s):  
Elementary School ◽  
National Science Foundation ◽  
School Science ◽  
School Mathematics ◽  
Elementary School Science ◽  
Elementary School Mathematics ◽  
New Science ◽  
National Science ◽  
Per Se ◽  
Mathematical Operations

While we have been beating the drum about the revolution in elementary school mathematics in recent years, a second revolution has been quietly taking place. The science course improvement projects, sponsored by the National Science Foundation, have resulted in a number of experimental elementary school science programs, and many of the lessons in some of the programs involve mathematical operations. In some instances the mathematics required of the student in the new science programs seems to be more difficult than that which might confront the student in his study of mathematics per se.

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.

Experimental projects and research: Research on elementary-school mathematics—1960 (concluded)

1961 ◽  
Vol 8 (6) ◽  
pp. 301-306
Keyword(s):  
Elementary School ◽  
Educational Research ◽  
Natural Sciences ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
And Mathematics

In addition to this present research summary, readers will find it profitable to refer to the June 1961 issue of The Review of Educational Research which is devoted to the fields of “Natural Sciences and Mathematics.” Sections of t his issue of the Review relate specifically to research on elementary-school mathematics reported during the preceding three-year period.

Powerful Software to Enhance the Elementary School Mathematics Program

2002 ◽  
Vol 8 (6) ◽  
pp. 364-370
Author(s):  
John Kerrigan
Keyword(s):  
Elementary School ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Future Teachers ◽  
Practicing Teachers ◽  
Elementary School Mathematics ◽  
Mathematics Program ◽  
Software Programs ◽  
School Mathematics Curriculum ◽  
Mathematics Software

Over the last fifteen years, using software evaluations from the Arithmetic Teacher and Teaching Children Mathematics as one of our guides, my students and I have reviewed many mathematics software programs. Our quest was to find engaging and easy-to-use software for integration into the elementary school mathematics curriculum. We discovered good, fair, and poor mathematics software on today's market. In in-service workshops and preservice methods classes, we demonstrated what we found to be good software to current and future teachers and were usually surprised to find that most of them had never seen or heard of the software, even though many of the good programs have been around for a few years. The fact that most practicing teachers have never been exposed to this powerful mathematics software motivated me to write this article.

Children's responses to two types of multiplication problems

1966 ◽  
Vol 13 (4) ◽  
pp. 288-292
Author(s):  
Margaret A. Hervey
Keyword(s):  
Elementary School ◽  
Classroom Instruction ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Mathematics Program

How should multiplication be defined in the elementary school mathematics program? How do children conceptualize mutiplicative situations prior to classroom instruction in multiplication? Answers to these quest ions appear to be based on opinion rather than on the results of research.1

Things you can try: Using functional bulletin boards in elementary mathematics

1972 ◽  
Vol 19 (6) ◽  
pp. 467-471
Author(s):  
William E. Schall
Keyword(s):  
New York ◽  
Elementary School ◽  
Elementary Mathematics ◽  
School Science ◽  
Bulletin Board ◽  
Visual Aids ◽  
Elementary School Science ◽  
Bulletin Boards ◽  
Mathematics Program ◽  
Intelligent Planning

Visual aids—films, still pictures, models, bulletin boards, and so on—are among the most useful tools in education, but they do not teach without intelligent planning and use (Glenn O. Blough and Albert J. Hugget, Elementary School Science and How to Teach It [New York: Dryden Press, 1957], pp. 33–34). Bulletin boards can play an important role in today's mathematics program. However, a bulletin board, if it is to be successful in achieving its purpose, must gain and be worthy of the class's attention.

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