Today's Elementary School Teachers Are Better Prepared in Mathematics

1979 ◽  
Vol 26 (7) ◽  
pp. 48-51
Author(s):  
Fred L. Pigge ◽  
Thomas C. Gibney ◽  
John L. Ginther
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Educational Progress ◽  
Assessment Data ◽  
School Teachers ◽  
National Assessment ◽  
Graduate Teacher Education ◽  
Proper Balance ◽  
Current Emphasis

The data from the first mathematics survey of the National Assessment of Educational Progress (NAEP) showed a mixed picture of strengths and weaknesses in our mathematics programs. An examination of the assessment data suggests that the current emphasis on arithmetic skills in undergraduate and graduate teacher education should be examined to find a proper balance between skill and understanding, as well as between arithmetic s kills and skills in measurement and geometry.

scholarly journals TRAINING WRITING NONFICIAL STORIES IN STUDENTS OF THE PGSD STUDY PROGRAM WIDYA DHARMA KLATEN UNIVERSITY

2019 ◽  
Vol 1 (1) ◽  
pp. 58-65
Author(s):  
Bayu Purbha Sakti
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Elementary School Children ◽  
School Teacher ◽  
Primary School Teacher ◽  
School Teachers ◽  
Study Program ◽  
Story Writing ◽  
Primary School Teacher Education

Students of the Widya Dharma University Primary School Teacher Education (PGSD) Study Program are expected to have insight and knowledge in nonfiction story writing. News that is part of a nonfiction story favored by elementary school children. Writing news will familiarize PGSD students in writing activities and later they also have no difficulty in doing thesis. PGSD students who take part in the training are expected to excel in student-level writing competitions. The trainees were also reminded to maintain the authenticity of the news written. News must be reported by prospective elementary school teachers so that students, families, and communities can avoid Liar News / hoaxes.

Much Ado about Nothing: Preservice Elementary School Teachers' Concept of Zero

1983 ◽  
Vol 14 (3) ◽  
pp. 147-155
Author(s):  
Margariete Montague Wheeler ◽  
Issa Feghali
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Social Aspects ◽  
Future Research ◽  
Computational Error ◽  
School Teachers ◽  
Much Ado About Nothing ◽  
Individual Interviews ◽  
Inadequate Knowledge

Teachers' knowledge of zero was investigated through data collected from 52 preservice elementary school teachers. Group tests and individual interviews reflected cognitive, conceptual, quantitative, and social aspects of knowledge. Results showed that these teachers had an inadequate knowledge about zero. They exhibited a reluctance to accept zero as an attribute for classification, confusion as to whether or not zero is a number, and stable patterns of computational error. Implications for teacher education and suggestions for future research are discussed.

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