Things you can try: A model for using diagnosis in individualizing mathematics instruction in the elementary school classroom

1971 ◽  
Vol 18 (7) ◽  
pp. 505-511
Author(s):  
Cecil R. Trueblood
Keyword(s):  
Elementary School ◽  
Mathematics Instruction ◽  
Elementary Mathematics ◽  
Major Change ◽  
Instructional Environment ◽  
Traditional Role ◽  
Elementary School Mathematics ◽  
School Classroom ◽  
Educative Process

A revolution in mathematics instruction has begun and will probably continue through this decade. The revolution consists of a major change in the elementary school teacher's role in the educative process. The teacher of elementary school mathematics is modifying his traditional role as “director” and “lesson planner” for classroom-sized groups and is assuming the role of “instructional programmer” for individual learners. In assuming this role, the elementary mathematics teacher's concern has shifted to exercising more control over the instructional environment by arranging scope, sequence, content, feedback, evaluation, and materials appropriate for individual learners.

Research findings applicable in the classroom

1969 ◽  
Vol 16 (8) ◽  
pp. 640-642
Author(s):  
Marilyn N. Suydam ◽  
C. Alan Riedesel
Keyword(s):  
Elementary School ◽  
Mathematics Instruction ◽  
Elementary Mathematics ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Research Findings ◽  
Elementary Mathematics Instruction ◽  
Use Of Research

Teachers, administrators, textbook authors, and textbook editors often discuss the role of research in elementary mathematics instruction. Usually one of two dichotomous views is brought forth. Either they express the view that there has been little or no valid and important researchor they state that the findings of research are being used daily in their work. Probably the actual status of the use of research in the teaching of elementary school mathematics is somewhere between these poles.

Leveraging Interactive Clickers as a Tool for Formative Assessment

2015 ◽  
pp. 330-350 ◽  
Author(s):  
Drew Polly ◽  
Elizabeth Rodgers ◽  
Melissa Little
Keyword(s):  
Elementary School ◽  
Formative Assessment ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Elementary Mathematics ◽  
Fourth Grade ◽  
Elementary School Student ◽  
Mathematics Classrooms ◽  
School Classroom ◽  
University Professor

This chapter provides an overview of interactive remote clickers and how they can be used in an elementary school classroom as a tool for formative assessment in mathematics. The authors share the perspective of a university professor, two teachers, and an elementary school student about the benefits of these types of devices in mathematics classrooms. To this end, they present two vignettes from two fourth grade classrooms and findings from an exploratory study that examined the influence of clickers on teaching and learning in classrooms. Implications and recommendations for using these devices in elementary mathematics classrooms are also provided.

scholarly journals Context Variation and Syntax Nuances of the Equal Sign in Elementary School Mathematics

2019 ◽  
Vol 19 (4) ◽  
pp. 415-429 ◽  
Author(s):  
Chronoula Voutsina
Keyword(s):  
Elementary School ◽  
Conceptual Framework ◽  
Elementary Mathematics ◽  
School Mathematics ◽  
Future Research ◽  
Equal Sign ◽  
Elementary School Mathematics ◽  
Context Specific ◽  
Structural Aspects

Abstract Existing research suggests that young children can develop a partial understanding of the equal sign as an operator rather than as a relational symbol of equivalence. This partial understanding can be the result of overemphasis on canonical equation syntaxes of the type a + b = c in elementary school mathematics. This paper presents an examination of context and syntax nuances of relevant sections from the grade 1 Greek series of textbooks and workbooks. Using a conceptual framework of context variation, the analysis shows qualitative differences between equations of similar syntax and provides a nuanced determination of contextual and structural aspects of ‘variation’ in how the equal sign is presented in elementary mathematics. The paper proposes that since equations have context-specific meanings, context variations should constitute a separate element of analysis when investigating how the equal sign is presented. The implication for practice and future research is that nuanced considerations of equation syntax within varied contexts are needed for elaborating analyses of the equal sign presentation that move beyond dichotomized categorizations of canonical/non-canonical syntaxes.

Research on mathematics education, Grades K-8, for 1967

1968 ◽  
Vol 15 (6) ◽  
pp. 531-538
Author(s):  
C. Alan Riedesel ◽  
Marilyn N. Suydam ◽  
Len Pikaart
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Elementary Mathematics ◽  
School Mathematics ◽  
Elementary Mathematics Education ◽  
Elementary School Mathematics ◽  
University Of Wisconsin ◽  
The University

This is the eleventh of a series of annual listings of research concerned with elementary school mathematics. During the very important period of change in elementary mathematics education from 1957 to 1966 the summaries were compiled by Dr. J. Fred Weaver of the University of Wisconsin.1 We hope that this listing will prove to be as valuable as the previous ones.2

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.

scholarly journals Investigating Elementary School Mathematics Teachers’ Knowledge of Students about some Numbers

2014 ◽  
Vol 2 (12) ◽  
pp. 150-160
Author(s):  
Habila Elisha Zuya
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Elementary Teachers ◽  
Mathematics Teachers ◽  
Elementary Mathematics ◽  
Topic Area ◽  
Elementary School Mathematics ◽  
Problem Situations ◽  
The Given ◽  
Common Misconceptions

The study investigated the competence of elementary mathematics teachers’ knowledge of students about some numbers. Studies have shown that there are common misconceptions that students exhibit in dealing with numbers. This study wanted to determine how competent elementary teachers are in identifying and dealing with such students’ misconceptions. A sample of 30 teachers was randomly selected as participants in this study. The instrument for data collection was questionnaire designed for teachers to respond to through detail explanations in writing. Participants were presented with the problem situations and were expected to respond to the questions or tasks. The problem situations were a given problem and the hypothetical students’ solutions of the given problem. The study revealed that while some teachers were competent in addressing students’ misconceptions in the topic area, others had difficulties themselves in understanding the problem situations and the hypothetical students’ solutions.

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.

Wanted—your comments

1968 ◽  
Vol 15 (5) ◽  
pp. 437
Author(s):  
C. Alan Riedesel
Keyword(s):  
Elementary School ◽  
Mathematics Instruction ◽  
School Mathematics ◽  
Classroom Teachers ◽  
Limited Time ◽  
Research Information ◽  
Elementary School Mathematics ◽  
Dissemination Of Research ◽  
Research Findings ◽  
Statistical Background

This month we should like to raise a question concerning the dissemination of research information: How can information concerned with elementary school mathematics instruction be most effectively developed so that classroom teachers and others with limited time and statistical background can make use of research findings on specific topics?

Research on elementary school mathematics—1962

1963 ◽  
Vol 10 (5) ◽  
pp. 297-300
Author(s):  
J. Fred Weaver
Keyword(s):  
Elementary School ◽  
Mathematics Instruction ◽  
Experimental Studies ◽  
School Mathematics ◽  
Specific Data ◽  
Elementary School Mathematics

The references included in this 1962 listing embrace (1) normative and experimental studies which report specific data or findings on a problem associated with or closely related to mathematics instruction in the elementary school, and (2) bibliographies, summaries, and critical discussions which relate significantly to such normative and experimental studies.

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