CSMP: A New Alternative in Elementary School Mathematics

1980 ◽  
Vol 27 (6) ◽  
pp. 20-26
Author(s):  
Ernest Woodward
Keyword(s):  
Elementary School ◽  
Pilot Study ◽  
District Of Columbia ◽  
First Grade ◽  
School Mathematics ◽  
School Students ◽  
Final Version ◽  
Elementary School Mathematics ◽  
School Year ◽  
Mathematics Program

The Comprehensive School Mathematics Program (CSMP) is in the eighth year of the pilot study of its elementary school mathematics program. For the first two years, only elementary schools in the area of Carbondale, Illinois, were involved. In the extended pilot study, approximately 170 schools in eighteen states and the District of Columbia, with over one thousand teachers and over thirty thousand elementary school students have participated. For the extended pilot schools, sequential materials are available for grades kindergarten through four. Sequential materials for grades five and six were planned for use in the falls of 1978 and of 1979, respectively. Thirdand fourth-grade entry programs also have been completed for students who have not previously studied from CSMP. CSMP is asking teachers to evaluate its program and is revising as a result of teacher feedback. The final version of the kindergarten materials was completed in the fa ll of 1976. Completion of the final version of the first-grade materials was scheduled for the 1978 79 school year, with the materials for other grades to be completed one grade at a time on an annual basis.

Powerful Software to Enhance the Elementary School Mathematics Program

2002 ◽  
Vol 8 (6) ◽  
pp. 364-370
Author(s):  
John Kerrigan
Keyword(s):  
Elementary School ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Future Teachers ◽  
Practicing Teachers ◽  
Elementary School Mathematics ◽  
Mathematics Program ◽  
Software Programs ◽  
School Mathematics Curriculum ◽  
Mathematics Software

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.

Pembelajaran Matematika Melalui Metode Bermain

2019 ◽  
Vol 3 (2) ◽  
pp. 134
Author(s):  
Nur Erawaty ◽  
Syamsuddin Thoha ◽  
Hasmawati B. ◽  
Kasbawati Kasbawati ◽  
Naimah Aris ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Elementary School Students ◽  
School Mathematics ◽  
Learning Method ◽  
School Teachers ◽  
School Students ◽  
Elementary School Mathematics ◽  
Learning Mathematics ◽  
The City

The achievement of Mathematics contestants from the City of Makassar is very concerning. In March 2018 elementary school mathematics competition was held. Of the 186 participants from Makassar, there were only 56 students who got scores above zero. Only about 30%. Other students get zero or less than zero (negative). There was a decrease in interest and achievement in Mathematics in elementary school students in Makassar. The solution offered was training for Mathematics Elementary School teachers by emphasizing learning method with playing. This is intended so that children have enjoyed Mathematics from the beginning so that in the future the interest in learning Mathematics will be even greater.

Children's responses to two types of multiplication problems

1966 ◽  
Vol 13 (4) ◽  
pp. 288-292
Author(s):  
Margaret A. Hervey
Keyword(s):  
Elementary School ◽  
Classroom Instruction ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Mathematics Program

How should multiplication be defined in the elementary school mathematics program? How do children conceptualize mutiplicative situations prior to classroom instruction in multiplication? Answers to these quest ions appear to be based on opinion rather than on the results of research.1

One Point of View: Computation—It's Time for a Change

1986 ◽  
Vol 34 (3) ◽  
pp. 2
Author(s):  
Paul R. Trafton
Keyword(s):  
Elementary School ◽  
Point Of View ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
New Directions ◽  
Mathematics Program

Considerable rethinking of elementary school mathematics is occurring. Exciting new directions and emphases are being recommended. One major stumbling block, however, to a more appropriate mathematics program for K–8 students is computation.

Focal point: Effecting change in a large county system

1963 ◽  
Vol 10 (5) ◽  
pp. 294-297
Author(s):  
J. Fred Weaver
Keyword(s):  
Elementary School ◽  
School System ◽  
Focal Point ◽  
School Mathematics ◽  
Dade County ◽  
Elementary School Mathematics ◽  
Mathematics Program

Envision t he task of cffecting desirable change in t he elementary school mathematics program in a county school system that serves 107,000 children through 144 elementary school centers involving 3,800 teachers (400-500 of whom are new to the system each year). That is the task faced in the elementary school of Dade County, Florida.

Cognitive outcomes of the SMSG mathematics program in Grades 4, 5, and 6

1968 ◽  
Vol 15 (2) ◽  
pp. 161-165 ◽  
Author(s):  
William D. Grafft ◽  
Arden K. Ruddell
Keyword(s):  
Elementary School ◽  
Curriculum Reform ◽  
Cognitive Outcomes ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Mathematics Program ◽  
Broad Scale

Evaluation has not been a strong feature of the new elementary school mathematics projects. Objective statistical investigations are rare. The paucity of evaluative data has been defended on the ground that an overwhelming job of curriculum reform had to be accomplished quickly. Some say time and resources have not permitted broad-scale appraisal. [1] While these arguments may have merit, there is a need for research which will provide data on the performance of students in these programs.

Sense and nonsense in a modern school mathematics program

1966 ◽  
Vol 13 (2) ◽  
pp. 83-91
Author(s):  
Howard F. Fehr
Keyword(s):  
Elementary School ◽  
Algebraic Topology ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Modern School ◽  
Mathematics Program ◽  
Point Set ◽  
Structured System ◽  
New Math ◽  
Mathematics And Science

If there is one phrase today that is prominent in the literature and conversation of all persons, professional and lay, and yet very nebulous, ambiguous, and meaningless in the minds of most of these persons, it is “modern math” or “the new math.” Now Modern Mathematics, as exemplified in such topics as Modern Algebra, Linear Algebra, Point-Set Topology, Algebraic Topology, Finite Mathematical Systems, Set Theory, and the like, is an exceedingly abstract, logical, axiomatic, well-structured system of knowledge. There is no nonsense in these branches of mathematics. They are pursued by students majoring in mathematics and science at the upper university and graduate levels of study. They have no place—no place—in elementary school mathematics. To do any of this mathematics in the elementary school would be more than nonsense—it would be insanity.

Reflections on the courtship of mathematics and science

1967 ◽  
Vol 14 (8) ◽  
pp. 645-649
Author(s):  
Charles H. D'Augustine
Keyword(s):  
Elementary School ◽  
School Science ◽  
School Mathematics ◽  
Elementary School Science ◽  
Elementary School Mathematics ◽  
Mathematics Program ◽  
And Mathematics ◽  
Mathematics And Science

It has been said that mathematics is the queen of the sciences. However, if one wants a truly dynamic elementary school mathematics program, then one must promote the marriage of mathematics and science curriculums. We have only to study the current elementary school science and mathematics programs in order to realize that not only are mathematics and science unmarried, but neither curriculum reflects a very serious awareness of the other's existence.

Research Report: Learning Probability Concepts in Elementary School Mathematics

1987 ◽  
Vol 34 (5) ◽  
pp. 32-33
Author(s):  
Albert P. Shulte
Keyword(s):  
Elementary School ◽  
Position Statement ◽  
School Mathematics ◽  
Research Report ◽  
Elementary School Mathematics ◽  
Mathematics Program ◽  
The Subject ◽  
Learning Probability ◽  
Important Position ◽  
Over Time

Many curriculum groups and individual have recommended the inclusion of topics in probability in the elementary school mathematics program. In “A Case for Probability,” an important position statement in this journal, Jones (1970) recommended probability because (a) the subject deals with idea and pattern that grow over time; and (b) evidence suggests that appropriate units can be taught in the elementary school.

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