Using a Calculator to Develop Mathematical Understanding

1981 ◽  
Vol 29 (3) ◽  
pp. 36-38
Author(s):  
James H. Wiebe
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Mathematics Classroom ◽  
Mathematical Understanding ◽  
School Mathematics ◽  
Mathematical Concepts ◽  
Elementary School Mathematics

Calculators are slowly making their way into the elementary school mathematics classroom. Many teachers are beginning to realize their value for checking answers, exploring number patterns, problem solving, and largenumber computations. Calculators can also be very useful in developing understanding of mathematical concepts and operations.

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

1975 ◽  
Vol 22 (1) ◽  
pp. 28-32
Author(s):  
Marilyn J. Zweng
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Fractional Numbers ◽  
School Mathematics Curriculum

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.

Links to Literature: December 2001

2001 ◽  
Vol 8 (4) ◽  
pp. 246-249
Author(s):  
Virginia Usnick ◽  
Jane McCarthy ◽  
Shirley Alexander
Keyword(s):  
Elementary School ◽  
Mathematics Classroom ◽  
Writing Across The Curriculum ◽  
School Mathematics ◽  
Upper Elementary ◽  
Content Areas ◽  
Elementary School Mathematics ◽  
Upper Elementary School ◽  
Mathematics Educators ◽  
Literacy Educators

A popular topic of discussion among educators is the concept of integrating the curriculum. While literacy educators advocate integration through “writing across the curriculum,” mathematics educators expound on the “connections” in mathematics. Connections are possible between topics within mathematics and between mathematics and other content areas (Coxford 1995). How can both types of connections be integrated into the upper elementary school mathematics classroom?

scholarly journals Ethnomathematics: Primary School Mathematics Contents on Lio Traditional House at Waka Village in Ende NTT

2021 ◽  
pp. 125-133
Author(s):  
Gregorius Sebo Bito ◽  
Hilarius Dae Limana ◽  
Frumensius B. Dole
Keyword(s):  
Elementary School ◽  
School Mathematics ◽  
Mathematical Concepts ◽  
Space Forms ◽  
Line Segments ◽  
Elementary School Mathematics ◽  
Primary School Mathematics ◽  
Ethnographic Approach ◽  
Geometric Elements ◽  
Math Concepts

This study aims to explore elementary school math concepts in traditional houses in Waka village, Ende, NTT. This research is a qualitative research with an ethnographic approach. The process of collecting data in this study was carried out by interview, observation and documentation. The results showed that the Waka traditional house was related to elementary school mathematics. Mathematical concepts found in traditional houses in Waga Village are dominated by the concepts of primitive geometric elements (such as points, lines, line segments, angles) and flat and space forms.

Doing Mathematics Is Problem Solving

1981 ◽  
Vol 28 (8) ◽  
pp. 40-43
Author(s):  
M. Vere DeVault
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Language Arts ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Learned Behavior ◽  
Mathematical Problems ◽  
Logical Order ◽  
Basic Facts

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.

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