Learning through doing in teacher education: a proposal

1974 ◽  
Vol 21 (5) ◽  
pp. 436-438
Author(s):  
Barker Bausell ◽  
William B. Moody
Keyword(s):  
Elementary Education ◽  
Elementary School Teachers ◽  
Elementary Mathematics ◽  
Mathematics Curriculum ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Education Major ◽  
College Textbook ◽  
Textbook Writer ◽  
Elementary Education Major

The rationale for teaching mathematics to prospective elementary school teachers is quite straightforward. A teacher must obviously have some knowledge of the discipline's subject matter in order to insure adequate learning on the part of instructed students. This is normally accomplished by requiring the elementary education major to take a prescribed number of courses dealing with concepts deemed relevant to the elementary mathematics curriculum. The problem with this procedure is that the college textbook writer must himself arbitrarily decide which concepts are relevant and which are not. The purpose of the present article is to propose a procedure for teaching mathematics to propective teachers that avoids much of this arbitrariness.

scholarly journals Addressing Alcohol in the Context of Elementary Education: the Social Imaginary Reconstruction of Teachers

2010 ◽  
Vol 18 (5) ◽  
pp. 928-935
Author(s):  
Ingryd Cunha Ventura Felipe ◽  
Antonio Marcos Tosoli Gomes
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Elementary School Teachers ◽  
Professional Practice ◽  
Social Imaginary ◽  
School Teachers ◽  
Pedagogical Strategies ◽  
The Social ◽  
Relationship Of ◽  
The Relationship

Alcohol consumption is considered a global problem, principally affecting adolescents. In this context, the aims of this study were to identify the pedagogical strategies developed by elementary school teachers in the approach to alcohol with adolescents; To analyze the attitudes, beliefs, values and practices of the elementary school teachers in relation to alcohol; To discuss the repercussions of the attitudes, beliefs, values and practices of the teachers about alcohol in the dialogue with the students and in the implementation of the strategies referred to above. This was a qualitative study performed with 26 teachers of a Rio de Janeiro public school. The data were analyzed through thematic content analysis and grouped into 5 categories. It was concluded that social imaginary and attitudinal construction of the teachers directly interferes with the personal and professional practice and has repercussions in the quotidian life of the students. It was noted that the focus should not just be on the students, but on the relationship of the teachers with their pedagogic strategies.

School-College Relationships

1968 ◽  
Vol 15 (5) ◽  
pp. 447-449
Author(s):  
David M. Clarkson
Keyword(s):  
Elementary School Teachers ◽  
Elementary Mathematics ◽  
Mathematical Community ◽  
School Mathematics ◽  
Focused Attention ◽  
Schools Of Education ◽  
School Teachers ◽  
Teachers Colleges ◽  
Course Content ◽  
The Past

During the past decade the mathematical community has been prolific in offering advice to teachers colleges and schools of education concerning the preservice and in-service education of elementary mathematics teachers. Their recommendations, most notably those of the CUPM (Prepararion in Mathematics for Elementary School Teachers [rev. ed.; MAA, 1966]) and the Cambridge Conference on School Mathematics (Goals for School Mathematics [Houghton Mifflin, 1967]), have focused attention on the course content in mathematics currently offered new and senior teachers. It is, perhaps, unfortunate that these committees of mathematicians have not looked more deeply into the rather complex business of teaching mathematical ideas to young children, particularly since the effect of their recommendations so far has been less than overwhelmingly satisfactory.

Attitudes of prospective elementary school teachers towards arithmetic

1968 ◽  
Vol 15 (4) ◽  
pp. 363-366
Author(s):  
Robert E. Reys ◽  
Floyd G. Delon
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Elementary School Teachers ◽  
Educational Level ◽  
Education Majors ◽  
School Teachers ◽  
Elementary Education Majors ◽  
Preparatory Program

What are the attitudes toward arithmetic of preservice elementary education majors? At what educational level were these attitudes developed? Are the attitudes of preservice elementary education majors altered by courses in their mathematics preparatory program? Questions such as these are of paramount importance to those engaged in preparation of elementary school teachers.

A Summer Professional Growth Experience

1985 ◽  
Vol 32 (9) ◽  
pp. 16-17
Author(s):  
Loye Y. (Mickey) Hollis
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Elementary School Students ◽  
Professional Growth ◽  
Teaching Mathematics ◽  
School Teachers ◽  
School Students ◽  
Unique Experience ◽  
The Subject ◽  
Achievement In Mathematics

It was probably not a unique experience, but it sure was fun, and more important, fifteen elementary school teachers improved their skills for teaching mathematics and did away with some anxiety about the subject. While they were about it, these teachers also increased the achievement in mathematics of forty-five elementary school students and showed them that mathematics can be a lot of fun.

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.

Challenges encountered by elementary education major students when learning engineering

2017 ◽  
Author(s):  
Devayan Bir ◽  
Dagney Paskach ◽  
Grace Wilkins ◽  
Logan Angstead ◽  
Kelvin Miskowiec ◽  
...  
Keyword(s):  
Elementary Education ◽  
Education Major ◽  
Elementary Education Major

EDUCATIONAL TECHNOLOGIES FOR WORKING WITH MIGRANT CHILDREN

2021 ◽  
Vol 53 (1) ◽  
pp. 76-88
Author(s):  
C. R. Gromova ◽  
◽  
R. R. Khayrutdinova ◽  
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Elementary School Teachers ◽  
Teaching Practice ◽  
Educational Institution ◽  
Russian Language ◽  
Migrant Children ◽  
Educational Technologies ◽  
School Teachers ◽  
Open Questions

Educational institutions have high potential for sociocultural integration of migrant children. An important role in the course of adaptation of the child belongs to the teacher, his professional skills and personal qualities. Due to the increase of cultural diversity in society and in educational institution, multicultural competences of the teacher become relevant. One of the aspects of the teacher’s multicultural competences is the mastery of forms, methods and practices of working in a multicultural class, i.e. educational technologies. Research objective is to reveal the educational technologies applied by the Russian teachers of preschool and elementary education in training and educating migrant children. We have used the questionnaire with open questions to study the educational technologies for working with migrant children applied in teaching practice. Answers of teachers have been subjected to the content analysis. Sixty-three elementary school teachers and fifty teachers of preschool institutions have participated in the research. Russian preschool and elementary school teachers consider the most acceptable and use the following educational technologies for working with migrant children: ethnocultural, group, interactive, game technologies, individualization of training, information and communicative technologies and technologies of the differentiated training. A part of the interviewed teachers give additional Russian language classes for migrant children without using technologies of training Russian as nonnative language. Also, a number of restrictions for the application of a questioning method of this research has come to light. These restrictions have been connected with impossibility to specify, clear, concretize answers of respondents.

Attitudes of prospective elementary school teachers toward mathematics and three other subject areas

1968 ◽  
Vol 15 (2) ◽  
pp. 169-175
Author(s):  
Robert B. Kane
Keyword(s):  
Elementary Teachers ◽  
Elementary School Teachers ◽  
Teaching Mathematics ◽  
Point Scale ◽  
Curriculum Revision ◽  
School Teachers ◽  
Prospective Elementary Teachers ◽  
Learning And Teaching ◽  
Attitudes Toward Learning ◽  
Subject Areas

Studies of attitudes toward learning and teaching mathematics have been reported throughout a period of extensive curriculum revision. Dutton (1951, 1954, 1956, 1962, as c ited in the bibliography) developed scales to asess a ttitudes of prospective elementary teachers and children toward arithmetic. When he compared the responses to his scales in 1954 and 1962, he concluded that no significant changes in the a ttitude of prospective e lementa ry teachers and children toward arithmetic had occurred between those two years. Smith (1964) later administe red the Dutton scales to prospective elementary teachers. When he compared his results with Dutton's of 1954, he found that the 1964 group was more favorably inclined toward arithmetic than the 1954 group. Smith based th is conclusion on the results of the subject's self-rated feelings toward arithmetic as indicated on an e leven-point scale from “strongly against” to “strongly in favor.” Of Smith's subjects, 88.6 percent declared themselves either neutral or favorable toward arithmetic, compared with 79.5 percent of Dutton's subjects.

Focal point: The training of elementary school mathematics teachers

1963 ◽  
Vol 10 (1) ◽  
pp. 42-43
Author(s):  
J. Fred Weaver
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
Focal Point ◽  
School Mathematics ◽  
School Teachers ◽  
Elementary School Mathematics ◽  
School Mathematics Curriculum ◽  
Exploratory Programs

Appropriate training for elementary school teachers who provide instruction in mathematics has been a concern of long standing. This concern has been in creased in recent years as various exploratory programs have begun to exert an influence on the content of the elementary school mathematics curriculum.

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