Grouping of objects as a major idea at the primary level

1971 ◽  
Vol 18 (5) ◽  
pp. 301-305
Author(s):  
James M. Moser
Keyword(s):  
Elementary Education ◽  
Mathematics Instruction ◽  
Secondary Mathematics ◽  
Primary Level ◽  
Mathematical Instruction

The Commission on Mathematics, in its well-known report written in 1959, called for the “judicious usc of unifying ideas” in mathematical instruction. While it is true that the report was written for the main purpose of improving secondary mathematics instruction, this particular recommendation has just as much importance for elementary education as it does for secondary.

scholarly journals Exploring Challenges in Integrating ICT in Secondary Mathematics with TPACK

2014 ◽  
Vol 4 (1) ◽  
pp. 35-56
Author(s):  
Dorian Stoilescu
Keyword(s):  
Instructional Strategies ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Curriculum Materials ◽  
Secondary Mathematics Teachers ◽  
Mathematical Instruction ◽  
Integrate Technology ◽  
Four Levels ◽  
Levels Of Integration ◽  
Learning By Using

This paper describes challenges encountered by three experienced secondary mathematics teachers when they try to integrate ICT in their classrooms. This study is based on the four dimension framework developed by Niess: 1) overarching conceptions of integrating ICT, 2) knowledge of instructional strategies and representations for teaching, 3) knowledge of students’ knowledge of technology; and 4) knowledge of curriculum and curriculum materials that integrate technology with learning. By using this analysis, we explore the challenges that teachers face on each of the four levels of integration ICT and suggest waysof improving these strategies in mathematical instruction.

The Confusion of Objectives in Secondary Mathematics

1923 ◽  
Vol 16 (8) ◽  
pp. 449-469
Author(s):  
William Betz
Keyword(s):  
Secondary Mathematics ◽  
Point Of View ◽  
Educational Aims ◽  
Mathematical Instruction ◽  
Teaching Of Mathematics

It is the purpose of this study to consider the transforming influence of recent curriculum theories in the field of secondary mathematics. These theories are vitally affecting mathematical instruction from a standpoint of both quantity and quality. Throughout the discussion, an acquaintance with the older literature of educational aims and values is presupposed. For the sake of brevity, moreover, the familiar, traditional point of view in the teaching of mathematics will be referred to only in a prefatory way.

The Value of Informal Approaches to Mathematics Instruction and Remediation

1986 ◽  
Vol 33 (5) ◽  
pp. 14-18
Author(s):  
Arthur J. Baroody
Keyword(s):  
Mathematics Instruction ◽  
Learning Difficulties ◽  
School Mathematics ◽  
Eighth Grade ◽  
School Mathematic ◽  
Knowledge And Skills ◽  
Informal Knowledge ◽  
Mathematical Instruction

School mathematic is my terious, foreign, and threatening to many students. For too many children, school mathematics is something that happens to them rather than something that they make happen. Some children are so overwhelmed that they are intellectually and emotionally paralyzed by school mathematics. How can we make school mathematics sensible, familiar, and enjoyable to children—especially those with learning difficulties? Ginburg (1982) suggest that we should relate formal mathematical instruction to a child's informal knowledge and skills, which are often based on counting. This principle is applicable to children across the whole range of abilities, from kindergarten through eighth grade, and to a range of topics in school mathematics. Such an approach may help children feel more in control of their work and, as a result, feel better about themselves and school mathematics.

The Reorganization of the Mathematical Curriculum in Secondary Schools

1915 ◽  
Vol 8 (1) ◽  
pp. 1-15
Author(s):  
Arthur D. Pitcher
Keyword(s):  
Secondary Schools ◽  
Expert Opinion ◽  
Secondary Mathematics ◽  
Point Of View ◽  
Mathematical Instruction ◽  
Reasonable Amount ◽  
The Subject ◽  
Points Of View ◽  
Mathematical Curriculum

It is with considerable diffidence that I speak to you on the subject of the mathematical curriculum in the secondary schools. I am neither a teacher of secondary mathematics, nor an expert in the pedagogy of mathematics. However I have a permanent interest in the subject and its progress, and in the whole people to whom I believe the advancement of mathematics and mathematical instruction is fundamentally important. It is from this point of view that I speak. I cannot hope to give you an expert opinion on the curriculum, for I am not that kind of an expert. I can only register here my reaction on the subject in hand. It may well be doubted if my opinions are worth while. In fact I would not give them if I thought they would be accepted as given. I shall be thoroughly satisfied if I can emphasize a few well-known points of view, and perhaps stimulate a reasonable amount of criticism and thought.

Five recommendations to school systems for improving secondary mathematics instruction

1962 ◽  
Vol 55 (8) ◽  
pp. 637-642
Author(s):  
Francis J. Mueller
Keyword(s):  
Mathematics Instruction ◽  
Secondary Mathematics ◽  
School Systems ◽  
Self Examination

Five points for serious and constructive self-examination

Learning to Think: An American Third Grader Discovers Mathematics in Holland

2003 ◽  
Vol 10 (2) ◽  
pp. 90-93
Author(s):  
Eve Torrence
Keyword(s):  
Mathematics Education ◽  
The Netherlands ◽  
Mathematics Instruction ◽  
Realistic Mathematics Education ◽  
Mathematical Instruction ◽  
Realistic Mathematics

A student's mathematics instruction in the Netherlands using the Dutch philosophy of Realistic Mathematics Education is compared to his prior mathematical instruction in an American classroom.

Undergraduate Elementary Education Majors' Knowledge of Augmentative and Alternative Communication

2010 ◽  
Vol 19 (4) ◽  
pp. 100-107 ◽  
Author(s):  
Lindsay Kessel ◽  
Linda Sue Sickman
Keyword(s):  
Elementary Education ◽  
General Education ◽  
Augmentative And Alternative Communication ◽  
General Education Teachers ◽  
Classroom Teachers ◽  
Education Majors ◽  
Alternative Communication ◽  
Elementary Education Majors ◽  
Education Major ◽  
Survey Results

Abstract This study describes survey results measuring the knowledge undergraduate elementary education major students have about augmentative and alternative communication. Those students with experience and course knowledge surrounding AAC were more knowledgeable. Implications for speech-language pathologists (SLPs) will be addressed, including how SLPs can provide classroom teachers with classroom support for general education teachers.

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