Forum on teacher preparation: Preservice textbooks: an analysis

1969 ◽  
Vol 16 (6) ◽  
pp. 479-484
Author(s):  
Douglas E. Cruikshank
Keyword(s):  
Elementary School ◽  
Teacher Preparation ◽  
Elementary Teachers ◽  
Mathematics Teaching ◽  
National Science Foundation ◽  
Michigan State University ◽  
State University ◽  
Elementary School Mathematics ◽  
National Science ◽  
And Mathematics

Teachers need to be well prepared in order to understand contemporary mathematics and to provide worthwhile learning experiences for their elementary school youngsters. As a result of changes that have occurred in mathematics and elementary school mathematics instruction, efforts are being made to improve the preservice and in-service education of elementary teachers. Two examples are The Arithmetic Teacher's “Forum on Teacher Preparation,” and the 1967 summer conference at East Lansing, cosponsored by the Science and Mathematics Teaching Center of Michigan State University and the National Science Foundation.1

Summer institutes in mathematics and mathematics-science

1962 ◽  
Vol 9 (2) ◽  
pp. 106
Keyword(s):  
Elementary School ◽  
Elementary Teachers ◽  
National Science Foundation ◽  
Host Institution ◽  
Quality Of Instruction ◽  
National Science ◽  
And Mathematics

The National Science Foundation has provided $711,500 to support twenty-one summer institutes in 1962 for 700 elementary teachers, supervisors, and principals. Primary emphasis in the institutes will be devoted to improving the quality of instruction in mathematics and in science in the elementary school. Information and application blanks may be obtained only from the host institution. The completed application blanks must be postmarked no later than March 15, 1962, to assure consideration.

Science and mathematics in the elementary school

1967 ◽  
Vol 14 (8) ◽  
pp. 629-635
Author(s):  
John R. Mayor
Keyword(s):  
Elementary School ◽  
Science Education ◽  
National Science Foundation ◽  
American Association ◽  
School Science ◽  
Primary Grade ◽  
Science Program ◽  
Elementary School Mathematics ◽  
National Science ◽  
And Mathematics

The Commission on Science Education of the American Association for the Advancement of Science, with the support of the National Science Foundation, started work in the spring of 1963 on the development of an experimental elementary school science program that has significance for elementary school mathematics. The primary-grade materials have been tried out, revised, and tried again over a period of three years in fourteen centers from the state of Washington to Florida. The tryout and revision of the intermediate- grade materials is continuing. The following description of the program shows in what ways mathematics is an integral part of the program.

Forum on teacher preparation: Development of elementary school mathematics teaching in the United States

1970 ◽  
Vol 17 (5) ◽  
pp. 428-437
Author(s):  
Francis J. Mueller ◽  
Paul C. Burns
Keyword(s):  
United States ◽  
Elementary School ◽  
Teacher Preparation ◽  
Mathematics Education ◽  
Mathematics Teaching ◽  
The United States ◽  
School Mathematics ◽  
Elementary School Mathematics

The methods component of mathematics education in the United States has seldom been static. Particularly interesting is the cyclic nature of recurring issues and their varying proposed soltllions.

The Current Status of Preservice Elementary Teacher-Education Programs

1981 ◽  
Vol 29 (1) ◽  
pp. 24-26
Author(s):  
John A. Dossey
Keyword(s):  
Elementary Teacher ◽  
Mathematics Teaching ◽  
National Science Foundation ◽  
Current Status ◽  
Teacher Education Programs ◽  
Elementary Teacher Education ◽  
Education Programs ◽  
Elementary School Mathematics ◽  
National Science ◽  
Preservice Elementary Teacher Education

In the October 1979 Arithmetic Teacher, James Fey (1979) reported on the current status of elementary school mathematics teaching as viewed through the results of a set of studies funded by the National Science Foundation (NSF).

New Projects

1988 ◽  
Vol 81 (2) ◽  
pp. 156
Author(s):  
Charles D. Watson
Keyword(s):  
Elementary School ◽  
National Science Foundation ◽  
Computer Language ◽  
State University ◽  
Project Development ◽  
Kent State University ◽  
School Geometry ◽  
National Science ◽  
Near Future ◽  
Geometry Curriculum

At Kent State University, a National Science Foundation project, Development of a Logo-based Geometry Curriculum, is currently re· conceptualizing the elementary school geometry curriculum. Based on the premise that computers will be widely available to students in the near future, the project is exploring ways that the Logo computer language can be used to enhance the learning of geometry

scholarly journals The Relationship between pre-service elementary school mathematics teachers’ beliefs about epistemology of mathematics, teaching and learning, and mathematics assessment

2021 ◽  
Vol 11 (1) ◽  
pp. 40
Author(s):  
Kimura Patar Tamba ◽  
Wiputra Cendana
Keyword(s):  
Elementary School ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Assessment ◽  
Elementary School Mathematics ◽  
Epistemology Of Mathematics ◽  
Mathematics Teaching And Learning ◽  
And Mathematics ◽  
The Relationship

<div><p>This study aims to examine the relationship between epistemological beliefs, teaching-learning beliefs and assessment beliefs in mathematics education. This research is a quantitative study with a correlational study. Data collection using the survey method with a cross-sectional design. The participants were 71 pre-service elementary school  , mathematics teachers. The data on beliefs were collected through means of a questionnaire. The data collected from the questionnaire were then analyzed quantitatively through descriptive and inferential statistics. Descriptive statistics utilizes the mean value, maximum value, and standard deviation values. Inferential statistics use the product-moment correlation as well as path analysis. The research results show that there is a positive and significant correlation between static and dynamic beliefs on epistemology of mathematics, and the constructivist beliefs on mathematics teaching and learning, with the productive beliefs on mathematics assessment. In addition, there is seen to be a functional influence between both epistimological beliefs (both static and dynamic), as well as beliefs on teaching and learning (constructivist) and beliefs about mathematic assessment (productive). The results of this research signify the importance of considering one’s beliefs about the epistemology of mathematics and mathematics teaching and learning when constructing their beliefs regarding mathematics assessment.</p></div>

Elementary school mathematics in the 1970s

1971 ◽  
Vol 18 (6) ◽  
pp. 385
Author(s):  
John R. Clark
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
National Science Foundation ◽  
School Mathematics ◽  
Reform Movement ◽  
National Council ◽  
Elementary School Mathematics ◽  
National Science ◽  
Mathematics And Science

Following the successful launching of Sputnik, Congress created the National Science Foundation with instructions and funds to upgrade the scholarship of teachers of mathematics and science. Prestigious professors of mathematics, in cooperation with committees of the Mathematics Association of America and the National Council of Teachers of Mathematics, set out to produce a modern program of instruction in school mathematics. The then-existing programs were analyzed and found to be seriously inadequate in structure, in definitions and assumptions, in development of properties of operation with their appropriate symbolism, and in precision of vocabulary. During the early 1960s institutes and writing teams were engaged in producing and promoting the so-called new mathematics. The resulting reform movement in mathematics education eclipsed any previous one, both in scope and in speed of implementation.

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.

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