Mathematics games in the classroom

1974 ◽  
Vol 21 (3) ◽  
pp. 172-175
Author(s):  
Donald R. Kerr
Keyword(s):  
Mathematics Instruction ◽  
Simple Game ◽  
Fifth Grade ◽  
Classroom Experience ◽  
Friday Afternoon ◽  
Mathematics Games ◽  
Classroom Time

Games are fun, and it is important to have fun. Mathematical games in school are good because, in playing them, children have fun associated with a topic that in not always considered to be enjoyable. It is neither possible nor desirable to organize the bulk of mathematics instruction around games, but it is sometimes possible to develop games in such a way that they complement the regular mathematics instruction and thereby justify more classroom time. This article chronicles one classroom experience of the author in which a simple game was introduced to a fifth-grade class on a Friday afternoon.

Classroom instructional quality, exposure to mathematics instruction and mathematics achievement in fifth grade

2013 ◽  
Vol 17 (2) ◽  
pp. 243-262 ◽  
Author(s):  
Erin R. Ottmar ◽  
Lauren E. Decker ◽  
Claire E. Cameron ◽  
Timothy W. Curby ◽  
Sara E. Rimm-Kaufman
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Instruction ◽  
Instructional Quality ◽  
Fifth Grade ◽  
And Mathematics

scholarly journals What About the “Instruction” in Instructional Sensitivity? Raising a Validity Issue in Research on Instructional Sensitivity

2017 ◽  
Vol 78 (4) ◽  
pp. 635-652 ◽  
Author(s):  
Marsha Ing
Keyword(s):  
School Districts ◽  
Student Performance ◽  
Mathematics Instruction ◽  
Fourth Grade ◽  
Fifth Grade ◽  
Validity Argument ◽  
Mathematics Assessments ◽  
Instructional Sensitivity

In instructional sensitivity research, it is important to evaluate the validity argument about the extent to which student performance on the assessment can be used to infer differences in instructional experiences. This study examines whether three different measures of mathematics instruction consistently identify mathematics assessments as being sensitive to instruction. Mixed findings across fourth-grade ( n = 8,298) and fifth-grade ( n = 9,336) students and their teachers across three school districts raise questions as to whether different ways of measuring instruction provide similar inferences about the instructional sensitivity of assessments. This raises validity concerns about the quality of inferences based on different measures of instruction.

Organizing for Mathematics Instruction

1983 ◽  
Vol 31 (1) ◽  
pp. 16-20
Author(s):  
Carol Novillis Larson
Keyword(s):  
Elementary School ◽  
Title I ◽  
New Hampshire ◽  
Mathematics Instruction ◽  
Viable Alternative ◽  
Fifth Grade ◽  
Flexible Grouping ◽  
The Past ◽  
School Classroom ◽  
Teaching Unit

A plan that incorporates diagnostic teaching, unit planning, and flexible grouping is one viable alternative for organizing the elementary school classroom for mathematic instruction. I used this plan when I taught fifth and sixth grades in New Hampshire, and some Title I third- and fifth-grade teachers in Tucson, Arizona, have used it during the past two years.

Early Childhood Corner: Shape Up!

1999 ◽  
Vol 5 (6) ◽  
pp. 340-345
Author(s):  
Christine D. Oberdorf ◽  
Jennifer Taylor-Cox
Keyword(s):  
Early Childhood ◽  
Mathematics Education ◽  
Mathematics Instruction ◽  
Primary Grades ◽  
Early Childhood Mathematics ◽  
Essential Component ◽  
The World ◽  
Classroom Time

Geometry is an essential component of mathematics instruction. “Geometry helps us represent and describe in an orderly manner the world in which we live” (NCTM 1989, 48). Research in the field of early childhood mathematics education (Fuys and Liebov 1993; Del Grande 1985; Fruedenthal 1973) confirms that children are naturally intrigued by, and motivated to learn more about, the geometry that defines their worlds. Although it is important to provide a rich geometry program in the primary grades, research reveals that the little attention given to geometry is typically for exposure purposes (Bruni and Seidenstein 1990; Porter 1989). Therefore, any classroom time devoted to geometry is precious.

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