The fourth operation is not fundamental—fractional numbers and problem solving

1975 ◽  
Vol 22 (1) ◽  
pp. 28-32
Author(s):  
Marilyn J. Zweng

Few topics in the elementary school mathematics curriculum are a greater waste of time than division of fractional numbers. It is seldom used to solve problems, and those problems which children are taught to solve by division of fractional numbers are dealt with just as adequately by resorting to multiplication.

1977 ◽  
Vol 25 (2) ◽  
pp. 12-14
Author(s):  
Frank K. Lester

Those of us who have studied or taught mathematics at any level know that problem solving is at the heart of doing mathematics. In fact, many teachers and mathematicians would agree that doing mathematics is essentially solving problems. Assuming that problem solving is what mathematics is all about, there is no need for me to make a case in support of the increased emphasis that is being placed on problem solving in the elementary school mathematics curriculum.


1965 ◽  
Vol 12 (4) ◽  
pp. 271-274
Author(s):  
Lewis B. Smith

Geometry has now won for itself a place in the elementary school mathematics curriculum. Although emphasis varies from publisher to publisher, there is no question that geometry is included in each major series. The Cambridge Report urges a more distinguished place for it in the curriculum of the future.


1982 ◽  
Vol 30 (2) ◽  
pp. 34-38
Author(s):  
Dorothy S. Russell ◽  
Elaine M. Bologna

What is the most neglected area of the elementary school mathematics curriculum? The answer, probably, is geometry. Too many people think of geometry as a formal structure, like the course they had in high school. As a result. they do not see its relevance to the elementary school mathematics curriculum. Activities that introduce children to geometric concepts provide experiences that help children develop and reinforce spatial perceptions.


1980 ◽  
Vol 27 (5) ◽  
pp. 5-7
Author(s):  
Joseph N. Payne

With our certain, albeit slow, movement to the metric system and with the widespread use of calculators, there is general agreement that decimals wiU be introduced earlier in our elementary school mathematics curriculum. Decimals for tenths, for example, have been taught successfully in grade three. Nevertheless, there are major questions, substantial disagreements, and some sheer nonsensical statements being made about fraction concepts, fraction computation, and decimal computation.


2002 ◽  
Vol 8 (6) ◽  
pp. 364-370
Author(s):  
John Kerrigan

Over the last fifteen years, using software evaluations from the Arithmetic Teacher and Teaching Children Mathematics as one of our guides, my students and I have reviewed many mathematics software programs. Our quest was to find engaging and easy-to-use software for integration into the elementary school mathematics curriculum. We discovered good, fair, and poor mathematics software on today's market. In in-service workshops and preservice methods classes, we demonstrated what we found to be good software to current and future teachers and were usually surprised to find that most of them had never seen or heard of the software, even though many of the good programs have been around for a few years. The fact that most practicing teachers have never been exposed to this powerful mathematics software motivated me to write this article.


1966 ◽  
Vol 13 (3) ◽  
pp. 192-197
Author(s):  
Charles H. D'Augustine

Groups responsible for the development, analysis, evaluation, and restructuring of topics in the elementary school mathematics curriculum have proposed the inclusion of many topics in geometry and topology heretofore not an integral part of elementary school mathematics curriculum. Two of these groups are the School Mathematics Study Group (Elementary) and the Greater Cleveland Mathematics Project. Both of these groups have produced materials which include many topics in intuitive geometry and topology.


1963 ◽  
Vol 10 (1) ◽  
pp. 42-43
Author(s):  
J. Fred Weaver

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.


1981 ◽  
Vol 28 (8) ◽  
pp. 40-43
Author(s):  
M. Vere DeVault

Problem solving in mathematics, like writing in the language arts, requires competence with certain basic skills or tools. Clearly, one cannot solve many mathematical problems without some notion of the basic facts, without competence in computation, understanding of operations, or the ability to sequence tasks in logical order. In today's elementary school mathematics curriculum, however, so much time is devoted to the development and perfection of tools that little time is left for using these tools in problem solving. Skill in the use of these tools in problem solving is learned behavior and the mathematics curriculum must provide ample and appropriate experience and practice in helping children learn to use these tools.


1985 ◽  
Vol 33 (3) ◽  
pp. 48-49
Author(s):  
Francis T. Hannick

Most inexpensive hand-held calculators on the market today have some memory functions, such as add to, subtract from, recall, and clear. Unfortunately, too few calculator users are familiar with the use of the e memory functions and, as a result, the opportunity to incorporate these calculator features into the elementary school mathematics curriculum is often overlooked. In the spirit of the recommendation in NCTM's Agenda for Action (1980) concerning the use of calculators in the classroom, this article demonstrates rhe use of the memory function by pre enting three activities that are appropriate for use in the middle grades (4–8). These activities are of interest to childrens, and their efllcient solution s are grea tly enhanced by the hand-held calculator's memory functions. (The constant arithmetic feature of the calculator is also required.) The calculator used in each activity is the Texas Instruments TI-1766. The particular memory key that will be di scussed are the AC, M+, and MR keys, which clear the memory and the di splay, add to the memory, and display (recall from) the memory, respectively. The use of the activities with other similar models may require minor modification.


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