Mathematics in the Environment

1978 ◽  
Vol 26 (3) ◽  
pp. 21-24
Author(s):  
Karen L. Tucker
Keyword(s):  
Primary Grades ◽  
Teaching Mathematics ◽  
Everyday Mathematics ◽  
Mathematical Learning

We are all convinced that manipulative materials and concrete experiences are useful in teaching mathematics, and we have curricula which put this belief into action. We pretest and posttest, diagnose and prescribe; yet with all that, we may often miss the fun of everyday mathematics. We are so concerned with behavioral objectives for Unit 3, Lesson 2, at 1 o'clock, that we are not free to recognize the opportunities for mathematical learning and real enjoyment that arise for children in the kindergarten and primary grades in their daily art or dress-up activities.

Implementing the Professional Standards For Teaching Mathematics: Teachers Building on Students' Thinking

1992 ◽  
Vol 39 (7) ◽  
pp. 32-37 ◽  
Author(s):  
Carolyn A. Maher ◽  
Amy M. Martino ◽  
Susan N. Friel
Keyword(s):  
Learning Environments ◽  
Mathematics Teachers ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Mathematical Learning ◽  
New Vision ◽  
Insight Into

Teaching mathematics from the perspective of developing in students “mathematical power” (NCTM 1989) requires the building of a new vision for learning that focuses on thinking and reasoning. This endeavor draws on many complex and interrelated domains of knowledge. The reasons some teachers are more successful than others in facilitating thoughtful mathematical learning environments are varied and intricate. Perhaps a look at classroom sessions in which students are thoughtfully engaged in doing mathematics might lend further insight into what it means to pay attention to the thinking of students as they are engaged in doing mathematics and what it means to build on students thinking. (For a discussion of what is meant by doing mathematics, see Davis and Maher [1990] and Maher, Davis, and Alston [1991a].)

Ebook Features in Mathematics Education

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Evelina Georgieva ◽  
◽  
◽  
Keyword(s):  
Mathematics Education ◽  
Theoretical Study ◽  
Visual Design ◽  
Teaching Mathematics ◽  
Mathematical Learning ◽  
Support Materials ◽  
Training Techniques ◽  
Advantages And Disadvantages ◽  
Learning Content ◽  
Additional Support

This article presents a theoretical study of the ebook for teaching mathematics in a mixed environment, which became ubiquitous as a result of the COVID-19 pandemic. The paper shows the typical features of ebooks, which reveal the advantages and disadvantages of their use. The main opportunities for their development are presented, such as training techniques and additional support materials to improve the maths lesson. In literature, the ebook in mathematics education is considered in various forms and aspects, with the main advantage being their ability to illustrate dynamic mathematical learning content with the help of ICT, while respecting the principles of multimedia and the requirements for accessibility, ergonomics and visual design.

Teaching Mathematics with Technology: How to Win People and Influence Friends: Calculators in the Primary Grades

1992 ◽  
Vol 39 (5) ◽  
pp. 42-44
Author(s):  
Virginia Thompson
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Everyday Life ◽  
Educational Program ◽  
Primary Grades ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
Elementary School Mathematics ◽  
Future Work

Administrators want the best educational program for their schools, and they want parents to support that program. Parents want the very best for their children in everything, including mathematics education. They remember arithmetic as the mainstay of elementary school mathematics and want their children to acquire the computational skills that they see as necessary for everyday life and future work.

Learning to Solve Problems in Primary Grades

2008 ◽  
Vol 14 (7) ◽  
pp. 426-432
Author(s):  
Phyllis Whitin ◽  
David J. Whitin
Keyword(s):  
Problem Solving ◽  
Risk Taking ◽  
Classroom Environment ◽  
Primary Grades ◽  
Third Grade ◽  
Habits Of Mind ◽  
Mathematical Learning ◽  
Third Grade Students

Problem solving lies at the heart of mathematical learning. Children need opportunities to write, discuss, and solve problems on a regular basis (NCTM 2000). The problems must incorporate grade-appropriate content and be “accessible and engaging to the students, building on what they know and can do” (Lester and Charles 2003, p. xi). Teachers also play a key role in establishing a classroom environment that encourages children to solve problems in different ways and develop habits of mind that include persistence, risk taking, and a questioning attitude (Whitin and Whitin 2003). This article describes how a class of second- and third-grade students learned to create and solve their own problems.

Teaching Mathematics with Microcomputers: Primary Grades

1983 ◽  
Vol 30 (6) ◽  
pp. 27-66
Author(s):  
William Heck
Keyword(s):  
Primary Grades ◽  
The Self ◽  
Teaching Mathematics ◽  
Ideal Situation

“The school is getting some microcomputers next week. Would you like to have one in your classroom?” If your principal makes an offer like that, jump at it! Even if you have never touched a computer before! The self-contained classroom is an ideal situation for a microcomputer (or two or three).

Implementing the Professional Standards for Teaching Mathematics: Beyond the Classroom

1995 ◽  
Vol 1 (8) ◽  
pp. 494-497
Author(s):  
Nancy Nesbitt Vacc ◽  
Criss Ervin ◽  
Sue Travis
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
First Grade ◽  
Professional Standards ◽  
Fifth Grade ◽  
Teaching Mathematics ◽  
Mathematical Learning ◽  
Mathematical Connections ◽  
Grade One ◽  
Analysis Of Teaching

To present a mathematical learning environment in which students are challenged by worthwhile activities that stimulate them to make mathematical connections, that promote communication about mathematics, and that offer opportunities for ongoing analysis of teaching and learning, try combining one first grade, one fifth grade, measurement activities, and gorillas.

scholarly journals Developing Students' Critical Thinking In The Process Of Teaching Mathematics In The Primary Grades

2021 ◽  
Vol 03 (05) ◽  
pp. 532-537
Author(s):  
Feruza Zoxidonovna Khusanova ◽  
Keyword(s):  
Critical Thinking ◽  
Primary Grades ◽  
Teaching Mathematics

This article demonstrates the identification of methodological techniques and conditions that help students develop critical thinking in the teaching of combinatorics in the primary grades.

Promoting Meaningful Mastery of Addition and Subtraction

2003 ◽  
Vol 9 (6) ◽  
pp. 354-357
Author(s):  
Kristian B. Postlewait ◽  
Michelle R. Adams ◽  
Jeffrey C. Shih
Keyword(s):  
Conceptual Understanding ◽  
Mathematics Curriculum ◽  
Number Sense ◽  
Primary Grades ◽  
Mathematical Learning ◽  
Computational Fluency ◽  
Addition And Subtraction ◽  
Problem Solvers

The development of number sense and computational fluency should be an integral part of the mathematics curriculum. Because other areas of the curriculum such as data and measurement are closely related to and sometimes dependent on these skills, students must have a firm foundation in number. Teachers should provide activities and experiences that develop a conceptual understanding of number and operations, instead of focusing on the memorization of rules and procedures. Meaningful mathematical learning then can occur. When left to use strategies that are natural for them, children are wonderful problem solvers and are able to make sense of numbers in their world. This article focuses on the development of number sense in the primary grades using the ideas of Kathy Richardson (1999).

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