Editorial comment: As we read

1969 ◽  
Vol 16 (6) ◽  
pp. 425-426
Author(s):  
James E. Inskeep
Keyword(s):  
Elementary School ◽  
Editorial Comment ◽  
Mathematics Instruction ◽  
Classroom Teacher ◽  
Early Mathematics

Euclid is dead. Long live geometry! This is the age when slogans and protests are a matter of record, and the miJitant attracts considerable attention. In somewhat similar fashion the teaching of geometry in the elementary school needs our attention. Geometry is probably the oldest of the mathematical disciplines and has undergone little change in the curriculum. There is a message for educators in this month's issue of The Arithmetic Teacher. This message is that geometry should become an important part of early mathematics instruction. As you read you will find more than slogans however. There are many suggestions for the classroom teacher and descriptions of activities that will make geometry Jive.

Editorial comment: As we read

1969 ◽  
Vol 16 (3) ◽  
pp. 167-168
Author(s):  
James E. Inskeep
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Editorial Comment ◽  
Mathematics Instruction ◽  
Primary Objective ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Creative Behavior ◽  
New Challenges

Fascinating to some and frightening to others, the computer has emerged from its infancy to become a gangling adolescent with a voracious appetite for new challenges! And yet, the computer offers wonderful possibilities to free men from routine and release them to genuinely creative behavior. For years a primary objective of elementary school mathematics instruction was to make “computers” of persons. The application of the computer should now permit us to make “persons” out of persons in our curriculum. This month's issue of The Arithmetic Teacher features articles dealing with the computer, its use in mathematics education, and its significance for the classroom.

The importance of breaking set

2009 ◽  
Vol 7 (1) ◽  
pp. 27-45 ◽  
Author(s):  
Ana Villalobos
Keyword(s):  
Elementary School ◽  
Theoretical Model ◽  
Educational Reform ◽  
Risk Taking ◽  
Rule Following ◽  
Early Mathematics ◽  
Elementary School Mathematics ◽  
Single Strategy ◽  
Algorithmic Strategy ◽  
Switching Strategies

Theories that explain the gender discrepancy in mathematics almost universally explain why boys are `better at math' than girls while failing to adequately account for girls' higher grades in math classes or better performances on tests of computational ability.This article develops a new, more comprehensive theoretical model that explains girls' advantages in some areas of math, while also showing how these advantages are a liability in the mathematical realms dominated by boys. Specifically, it argues that `strategy socialization' in risk-taking and rule-following disproportionately supports girls in the development of an `algorithmic strategy' and boys in a `problemsolving strategy'. As the algorithmic strategy leads to success in elementary school mathematics, girls' strategy socialization is rewarded and uncontested. However, the over-rewarding of this single strategy also leads to difficulties in switching strategies as demanded by higher mathematics. Boys' strategy socialization, by contrast, is at odds with early mathematics, contributing to boys' underperformance at this stage. However, boys' `strategic dissonance' gives them practice in switching strategies, which aids them in solving unfamiliar problems that require new approaches later in the curriculum.The implications for educational reform are discussed.

Editorial comment: As we read

1970 ◽  
Vol 17 (4) ◽  
pp. 283-284
Author(s):  
James E. Inskeep
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Editorial Comment ◽  
Real World ◽  
Significant Part ◽  
Ample Evidence ◽  
Easy Task ◽  
The Real ◽  
Elementary School Mathematics ◽  
Practical Measurement

The teaching of measurement is usually included in elementary school mathematics. Uses for the ideas of measurement are applicable to all segments of the curriculum. Practical measurement forms a significant part of needed skills for child and adult alike. A cursory glance at the need and the application of measurement will give ample evidence to its importance. Teaching the ideas of measurement is not an easy task. Examples of measurement must come from the real world to effectively illustrate this important subject. Measuring lends itself to activity-oriented experiences, and yet we still find teachers listing equivalents and expecting children to memorize them. This issue of The Arithmetic Teacher is devoted to the teaching of measurement in the elementary schools and represents the position that measurement should be experienced.

Using research in teaching: Research suggestions: Use of time in teaching elementary school mathematics

1971 ◽  
Vol 18 (3) ◽  
pp. 177-179
Author(s):  
C. Alan Riedesel
Keyword(s):  
Elementary School ◽  
Mathematics Instruction ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Use Of Time ◽  
Teaching Research ◽  
Teaching Time

Each time a new topic is introduced in elementary school mathematics, the teacher is faced with a number of questions concerning the approach, sequence, and materials that should be used. Suggestions from resea rch are often available for aid in answering these specific questions. Also a number of qu estions concerning use of time, organization, and approach are pertinent to improving the teaching of the majority of topics in elementary school mathematics. The material th at follows poses several questions concerned with use of teaching time for elementary school mathematics instruction and gives uggestions from research for each question.

Parents: A Ready Resource

1991 ◽  
Vol 38 (6) ◽  
pp. 24-27
Author(s):  
Sue Goldstein ◽  
Frances A. Campbell
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Instruction ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Mathematics Skills

“I never seem to reach every student when I am teaching mathematics.” “There is never enough time for practicing mathematics skills.” These laments by typical elementary school teachers are both real and abundant. Teachers would love to have more time and more help to work with students individually on developing and mastering mathematics skills. Involving parents in working with their children in mathematics is a ready method of obtaining an extra resource for teachers when individualizing mathematics instruction.

Research on Problem Solving: Implications for Elementary School Classrooms

1977 ◽  
Vol 25 (2) ◽  
pp. 40-42 ◽  
Author(s):  
Marilyn N. Suydam ◽  
J. Fred Weaver
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Mathematics Instruction

Teachers and pupils both know that verbal problems cause problems. Because of this, and because it is considered to be an ultimate goal of mathematics instruction, researchers have devoted much attention to problem solving over the years.

Twentieth Century Mathematics for the Elementary School

1959 ◽  
Vol 6 (2) ◽  
pp. 71-76
Author(s):  
H. Van Engen
Keyword(s):  
Twentieth Century ◽  
Elementary School ◽  
Mathematics Instruction ◽  
The Public ◽  
Mathematics Program

Recent events have brought the problems of mathematics instruction to the attention of the American public. In so far as the public is concerned, this has been a post-Sputnik development; however, many were aware that our mathematics program was in need of repair prior to Sputnik I. One need only recall the existence of committees and commissions appointed prior to Sputnik I to document pre-Sputnik awareness of the need to examine carefully the mathematics programs in our schools and colleges.

Editorial Comment

1970 ◽  
Vol 1 (2) ◽  
pp. 67-68
Author(s):  
David C. Johnson
Keyword(s):  
Student Achievement ◽  
Elementary School ◽  
Editorial Comment ◽  
Instructional Strategies ◽  
School Children ◽  
Elementary School Children ◽  
Discovery Learning ◽  
Teacher Expectancy ◽  
The Relationship

In this second issue of JRME the Editorial Board has again attempted to provide the reader with a variety of topics. While the subjects are primarily elementary school children, the areas of research include strategies for solving multiplication combinations, discovery learning, instructional strategies, and the relationship between teacher expectancy and student achievement.

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