What's Going On

1976 ◽  
Vol 23 (1) ◽  
pp. 21-22

A project on the use of the MINICALCULATOR IN THE TEACHING OF ELEMENTARY SCHOOL MATHEMATICS is in its third year of development at the University of Wisconsin-Madison. Children in the second, third, and fifth grades are being taught important mathematical concepts, using the calculator as an aid. The project emphasizes the development of mathematical ideas, rather than simply using the calculator for a computational tool. In addition to developing curriculum materials, information has been collected that may help to resolve some of the calculator-in-the-classroom issues. Results indicate, for example, that young children have the manual dexterity needed for 11button pushing11 and that teaching children to use calculators does not result in over-dependence on the calculators. For sample curriculum materials and further information about the research results, contact J. Fred Weaver, University of Wisconsin-Madison, Teacher Education Building, 225 N. Mills Street, Madison, WI 53706.

1968 ◽  
Vol 15 (6) ◽  
pp. 531-538
Author(s):  
C. Alan Riedesel ◽  
Marilyn N. Suydam ◽  
Len Pikaart

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


1963 ◽  
Vol 10 (8) ◽  
pp. 474-478
Author(s):  
John L. Marks

Most of those in the mathematics community recognize the existence of a Revolution in Mathematics—that recent burst of interest which is accompanying the expanding discoveries and increased application of mathematics to science and industry—and with it, the striking changes being made in the mathematics curriculum from kindergarten through the university graduate level. There is strong approval and support of the need for change in our mathematics programs. Further, there is overwhelming acceptance of the general direction of change—toward a program that contains sound mathematics and is built on a psychology of teaming with understanding of mathematical ideas as a most important goal. It is generally agreed that if the rcvolution suddenly ceased today, the improvement in mathematics education would be tremendous, and would be a healthy influence on the curriculum for years to come.


1987 ◽  
Vol 57 (1) ◽  
pp. 23-49 ◽  
Author(s):  
Kenneth Zeichner ◽  
Daniel Liston

Conventional teacher education programs follow an apprenticeship model and, in so doing,aspire to provide student teachers with pedagogical skills and techniques derived from a preexisting body of knowledge. In this contribution to HER's special series, "Teachers, Teaching,and Teacher Education," Kenneth M. Zeichner and Daniel P. Liston argue that the conventional approach inhibits the self-directed growth of student teachers and thereby fails to promote their full professional development. Illustrating an alternative model, the authors describe and assess the elementary student teaching program at the University of Wisconsin,Madison — a program oriented toward the goals of reflective teaching, greater teacher autonomy,and increasing democratic participation in systems of educational governance.


1965 ◽  
Vol 12 (2) ◽  
pp. 126-133
Author(s):  
Alec Brace ◽  
L. Doyal Nelson

Teachers of elementary school mathematics realize more than ever before how important it is that the child develop an understanding of mathematical relationships and principles. So, to establish a firm foundation for higher order mathematical ideas, the first-grade teacher attempts to give increased emphasis to experiences which facilitate the growth of the concept of number and correspondingly less emphasis to those activities which involve rote memorization of number symbols and facts. Providing adequate experiences of this kind depends, in large measure, on the teacher's knowledge of which aspects of the number concept have been developed in preschool years.


1963 ◽  
Vol 10 (4) ◽  
pp. 212-216
Author(s):  
Edwina Deans ◽  
Rose Koury

The following mathematical ideas have been adapted from the article, 'Including the Newer Mathematics with the Regular Program of the Primary Grades' by Rose Koury, Assistant Specialist for Elementary Education, U. S. Office of Education, and Edwina Deans, Specialist, Elementary School Mathematics, U. S. Office of Education. The article was published in the February, 1962, issue of The Arithmetic Teacher.


1961 ◽  
Vol 8 (8) ◽  
pp. 385-386
Author(s):  
E. Glenadine Gibb

With this issue we are ready to bind together a nother volume of THE ARITHMATIC TEACHER Throughout the year this journal has brought its readers various points of view on curriculum, teacher education, and a pproaches to the teaching of mathematics. It ha been a reporter, reporting the results of research in elementary-school mathematics, noting the implication of these studies for making decisions about the future of mathematics in our elementary schools. It has been a teacher through its pages on which various topics in mathematics were presented. It has served as a source of information about new research, ongoing experimental program, tested ideas to be used in the classroom, and reviews and listing of new books and other teaching materials.


2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Patti Sherbaniuk

Cole, Kathryn.  Fifteen Dollars and Thirty-Five Cents: A Story About Choices. Illus. Qin Leng. Second Story Press: Toronto, 2015. Print.Fifteen Dollars and Thirty-Five Cents. A Story About Choices is part of the I am a Great Little Kid Series by Second Story Press, published in conjunction with Boost Child & Youth Advocacy Centre.Fifteen Dollars and Thirty-Five Cents tells a simple story, yet successfully brings across some bigger themes. It takes place at an elementary school. Joseph, who is with his friend Devon, finds some money in the school yard- fifteen dollars and thirty-five cents. He is very excited and wants to keep it, but Devon has second thoughts and thinks that someone they know might have lost it and that they should turn it in. Joseph says “finders’ keepers” and offers Devon five of the dollars not to tell. Devon is very tempted but then sees his classmate Lin crying and has the feeling that it is her money they have found. His suspicion is confirmed when they are back in the classroom and the teacher, Ms. Crosby, asks sad Lin what is wrong. Lin’s friend Claire says it was money for her mother’s birthday present that she has been saving for weeks. Devon is increasingly uncomfortable but Joseph pressures him to stay quiet because they are friends and because he is also worried that people will think he stole it. The teacher suspects something and gives Devon a chance to explain what has happened. He doesn’t tell on his friend but lets his teacher know her suspicions are correct. Ms. Claire comes up with a way for Devon and Joseph to give the money back without them getting in trouble and everyone is happy with the outcome.The story is simple but gets the point across about making the right choices, about friendship, honesty, and “doing the right thing”, without being too preachy. The cast of characters are diverse and the issues dealt with in the story are ones that kids can relate to.The illustrations by Qin Leng are vibrant and colourful and enhance the telling of the story. I would recommend this book for young children from ages 5-8 years of age.Highly recommended: 4 out of 4 starsReviewer: Patti SherbaniukPatti is a Liaison Librarian at the Winspear School of Business at the University of Alberta. She holds a BA in English and an MLIS, both from the University of Alberta. She is passionate about food, travel, the arts and reading books of all shapes and sizes.


2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Sandy Campbell

Brown, Ruth. Monkey’s Friends.  [London, England], Andersen Press Ltd, 2012. Print. Prolific English children’s author/illustrator Ruth Brown has created a delightful book in Monkey’s Friends. It is a simple rhymed text telling the story of monkey going through the forest, meeting different animals and greeting them. Each two page spread shows monkey greeting an animal whom we can see peeking out of the bushes. Every facing page is covered by a half-page flap. When the half-page is turned, the hidden animal is revealed and the animal’s name is printed on the flap. Brown’s acrylic paintings are fun. Monkey is doing something different in each image.  Sometimes he hangs by his tail. Other times he is sitting on a branch or a rock or peering through grass. Each time his expression is alive. Brown also does an excellent job of communicating motion in her paintings. When you lift the flap to see crocodile, he seems to explode out of the water and you see water flying in all directions. While Brown’s animals are realistic, her vegetation is quite unusual. The leaves are highly-textured and look like they might have been done with block prints. The vegetation seems to be simultaneously dense and see-through. The result is a bright and colourful environment for Monkey and his friends. Young children will enjoy looking for the hidden animals and finding them when the flap is turned. Highly recommended for public and elementary school libraries. Recommendation:  4 stars out of 4 Reviewer:  Sandy Campbell Sandy is a Health Sciences Librarian at the University of Alberta, who has written hundreds of book reviews across many disciplines.  Sandy thinks that sharing books with children is one of the greatest gifts anyone can give.


1956 ◽  
Vol 3 (1) ◽  
pp. 8-16
Author(s):  
Ruth Hutcheson ◽  
Edna Mantor ◽  
Marjorie B. Holmberg

Continual ohowth in understanding mathematical ideas is dependent upon a wide variety of experiences used to enrich and stimulate fmther interest and activity on the part of the learner. The elementary school library is an excellent source of quantitative ideas, described both pictorially and symbolically, that go beyond the systematic study materials used in most arithmetic classes.


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