Reviewing and viewing: New books for teachers

1974 ◽  
Vol 21 (5) ◽  
pp. 449-457
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Content Area ◽  
Methods Course ◽  
School Teachers

This book is not about mathematics teaching alone. In fact only a few examples relate to this content area-one of these is maneuvers on a lattice-but mathematics teachers at all levels would gain from reading this book. This is the best presentation of classroom methodology for teachers that I have seen. 1 strongly recommend this book for all elementary school teachers as well as for general and specific methods course instructors.

A Combined Content-Methods Course for Elementary Mathematics Teachers

1960 ◽  
Vol 7 (3) ◽  
pp. 138-140
Author(s):  
Clarence Phillips
Keyword(s):  
Elementary School ◽  
Elementary Teachers ◽  
Elementary School Teachers ◽  
Mathematics Teachers ◽  
Elementary Mathematics ◽  
Colleges And Universities ◽  
Methods Course ◽  
School Teachers ◽  
Prospective Elementary Teachers ◽  
Elementary School Mathematics

Colleges and Universities have the responsibility of training prospective elementary teachers in the teaching of elementary mathematics. These teachers must be trained so that they can teach elementary school mathematics for meaning and understanding. In addition to training prospective elementary school teachers, the colleges and universities also have the responsibility of acquainting teachers in-service with the “newer” approach in teaching elementary mathematics. In this article, I will use “elementary teachers” as including both groups.

Supporting the Enactment of Standards-based Mathematics Pedagogies

2016 ◽  
pp. 529-540
Author(s):  
Drew Polly ◽  
Christie Martin ◽  
Chuang Wang ◽  
Richard G. Lambert ◽  
David Pugalee
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Teaching ◽  
Effective Teachers ◽  
Development Projects ◽  
Development Programs ◽  
Stem Fields ◽  
School Teachers ◽  
Learner Centered

In order for professional development in the STEM fields to be effective, teachers need worthwhile experiences to simultaneously develop their knowledge of content, pedagogy, and understanding of how students' learn the content. In this chapter we provide an overarching framework of learner-centered professional development and describe the implementation of two mathematics professional development projects designed to support elementary school teachers' mathematics teaching. We follow our description by highlighting some of the findings from our line of professional development research and provide implications for the design of learner-centered professional development programs in mathematics.

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.

Chapter 5 Profiles of practice: Elementary school teachers' views of their mathematics teaching

1992 ◽  
Vol 17 (5) ◽  
pp. 471-488 ◽  
Author(s):  
Penelope L. Peterson ◽  
Ralph T. Putnam ◽  
Jan Vredevoogd ◽  
James W. Reineke
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Teaching ◽  
School Teachers

scholarly journals ONTOLOGICAL MISCONCEPTION IN MATHEMATICS TEACHING IN ELEMENTARY SCHOOLS

2020 ◽  
Vol 9 (1) ◽  
pp. 15
Author(s):  
Imam Kusmaryono ◽  
Mochamad Abdul Basir ◽  
Bagus Ardi Saputro
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Elementary School Teachers ◽  
Mathematics Teaching ◽  
Research Data ◽  
Qualitative Approach ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Central Java ◽  
Alternative Solutions

Elementary school teachers in Indonesia are required to master many subjects to be taught to their students. It is undeniable that the teachers’ mastery of knowledge (material) in some subjects inadequate. Therefore, it is worth to argue that there was a misconception in mathematics teaching in elementary schools. This research was designed using a qualitative approach. The participants of this study were 30 elementary school teachers in Semarang city area, Central Java province, Indonesia. The research data were obtained through questionnaires, and interviews. The purpose of the study was to discuss the types and causes of the misconception of mathematics teaching in elementary schools. Alternative solutions were also presented to problem-solving so that misconceptions do not occur anymore in mathematics teaching. The findings show that, teachers evenly experience types of misconceptions: (1) pre-conception, (2) under-generalization, (3) over-generalization, (4) modelling error, (5) prototyping error; and (6) process-object error in teaching mathematics in elementary schools. Some misconceptions have taken root and are difficult to remove, called "ontological misconceptions" because of teachers' years of belief that the knowledge they received was true when in fact it was not quite right.

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