Olympiads for Elementary Schools

1985 ◽  
Vol 32 (5) ◽  
pp. 22-24
Author(s):  
George Lenchner
Keyword(s):  
Elementary School ◽  
Secondary School ◽  
Gifted Students ◽  
School Level ◽  
Gifted Children ◽  
Elementary School Mathematics ◽  
Talented And Gifted ◽  
Mathematics Program ◽  
State And Local ◽  
Local Levels

Mathematics competitions are widely used to promote interest and enthusiasm for problem solving in programs for capable, talented, and gifted students at the secondary school and college levels. Such competitions are available at the national, state, and local levels. However, few competitions are available at the elementary school level. This lack may be related to some shortcomings of the elementary school mathematics program for capable, talented, and gifted children. Among the shortcomings are (1) a lack of agreement on what special topics and extensions of the curriculum are appropriate, (2) a shortage of teachers trained to teach such topics and exten ions where they exist, and (3) a lack of sources for related “good” problems.

Editorial

1977 ◽  
Vol 8 (4) ◽  
pp. 241
Author(s):  
James W. Wilson
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Secondary School ◽  
School Mathematics ◽  
School Level ◽  
Present Issue ◽  
Elementary School Mathematics ◽  
Secondary School Level

In the April 1957 issue of the Arithmetic Teacher, Fred Weaver provided a bibliography on the research in the teaching of arithmetic from 1951 through 1956. This established the annual listing of research pertaining to elementary school mathematics that was to grow and continue in the Arithmetic Teacher for 14 years. In 1971, the listing was expanded to include the secondary school level and was published in the Journal for Research in Mathematics Education. The present issue of JRME contains the seventh JRME listing.

Teaching gifted students in elementary school

2018 ◽  
Vol 567 (2) ◽  
pp. 20-27
Author(s):  
Magda Jaskulska
Keyword(s):  
Elementary School ◽  
Education System ◽  
Gifted Students ◽  
Gifted Children ◽  
Human Being ◽  
Gifted Child ◽  
Unique Potential

Every human being comes into this world with his or her unique potential. That is why the importance of individualization in education is emphasized so strongly — especially inteaching gifted children. Yet, to begin with, how to define a gifted child? What does it mean? Facing the challenges of the education system, are teachers able to identify gifted students in their classrooms? Can they plan their work so that it simultaneously develops gifted students' abilities and supports them in other areas? The research undertaken attempts to answer these and other questions.

The case for a more universal number-line model of subtraction

1973 ◽  
Vol 20 (1) ◽  
pp. 61-64
Author(s):  
Sister Marijane Werner
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Teaching Strategy ◽  
Number Line ◽  
School Teachers ◽  
Guided Discovery ◽  
Elementary School Mathematics ◽  
Whole Numbers ◽  
Single Exception ◽  
Mathematics Program

The use of a number line as a model for the four fundamental operations of mathematics has become a fairly common and effective teaching strategy. The number line has been the means to guided discovery for many pupils in the elementary school mathematics program. However, the model of subtraction of whole numbers on the number line that authors and editors of textbooks for teachers and pupils have commonly used has severe limitations. The single exception to this observation is the thirtieth yearbook of the NCTM, More Topics in Mathematics for Elementary School Teachers (1969), but the approach used there has not caught fire. Perhaps we need to rekindle the fire.

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.

scholarly journals PROBLEMS RELATED WITH IMPLEMENTATION OF ECONOMIC SPECIALTY PROGRAMS IN PEDAGOGICAL HIGHER EDUCATIONAL INSTITUTIONS

2020 ◽  
Vol 54 (4) ◽  
pp. 39-49
Author(s):  
O.N. VLADIMIROVA ◽  
◽  
G.S. GAVRILCHENKO ◽  
O.V. CHASHCHINA ◽  
Keyword(s):  
Secondary School ◽  
Career Guidance ◽  
Economic Education ◽  
Educational Process ◽  
Theory And Practice ◽  
School Level ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Higher Educational ◽  
State And Local

Statement of the problem. The highest degree of relevance of economic education in the dynamics of the development of the “new economy” in the country requires modern approaches to the formation of a creative personality, both teachers and students who are able to understand the depth of relations among economic entities. Reference to bibliographic sources shows that the problems of teaching economic disciplines in the preparation of bachelors in pedagogical universities are practically not covered in scientific and periodical literature. The purpose of the article is to identify and systematize the problems of organizing and implementing career guidance activities and the educational process of training bachelors in the direction of 44.03.01 Pedagogical education, Economic specialty. The methodological basis of the research is represented by a combination of general scientific and special methods. As a theoretical basis, the provisions of economic theory and psychological theories are used. Research results. The authors focus on the role and importance of economic education, highlighting blocks of system-wide and specific problems in the preparation of bachelors, show the need to improve the relationship between theory and practice, increase the requirements for teaching economic disciplines through improving organization of the educational process at the secondary school level, and improving the quality of methodological components. The results of the analysis of a teaching process allow us to state that in general, the status of a teacher in the country is underestimated, there is no unity of interests between the labor market and higher education, and the practical orientation of economic education is insufficient. Conclusion. It is possible to solve the problems of implementing economic programs in pedagogical higher educational institutions at the state and local levels. It is necessary to develop a unified concept of economic education, covering the triad of preschool institutions-secondary school-university, to coordinate and use the capabilities of the administrative building.

scholarly journals PENGEMBANGAN KOMPETENSI PEDAGOGIK GURU ANAK GIFTED

2020 ◽  
Vol 10 (3) ◽  
pp. 204-211
Author(s):  
Tri Sundari ◽  
◽  
Babang Robandi ◽  
Yuyus Suherman ◽  
◽  
...  
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
Data Collection ◽  
Development Program ◽  
School Level ◽  
Gifted Children ◽  
Research Subject ◽  
Teacher Competencies ◽  
Competency Development ◽  
Main Research

The purpose of this study is to find and formulate a pedagogical competency development program for gifted teachers suitable for use in Cugenang Gifted School at the elementary school level. In this study, the authors used qualitative, research methods used were qualitative with case studies. The research subject is the principal and class teachers, in qualitative research the main research instruments are the research itself, data collection techniques, namely interviews, observation, documentation studies, and data triangulation. The results of the study are the competencies of teachers of gifted children can be seen from the results of research on gifted teachers who actively support and diligently support actively in the classroom and can be seen in terms of speaking about the competencies of 10 teacher competencies and pedagogical competencies based on research results, we support that gifted teachers have maximally and special ideal with the needs of gifted children. Keywords: Gifted Children, Pedagogic Competencies, Qualitative

scholarly journals A Review of the Use of ICT Techniques for Teaching Gifted Students

2021 ◽  
Vol 11 (4) ◽  
pp. 2358-2367
Author(s):  
Rabee Alqahtani ◽  
Mohammed Alqahtani
Keyword(s):  
Self Regulation ◽  
Gifted Students ◽  
Educational Interventions ◽  
School Level ◽  
Current Status ◽  
Gifted Children ◽  
The Impact ◽  
Appropriate Education ◽  
And Training ◽  
Practical Implications

The issue examined in this systematic review was the current status of research on the use of ICT techniques in the education of gifted children. After defining gifted children, the need for separate consideration of educating them and the appropriate method of educating them led to considering ICT as a promising method to teach them. The review found that some recent research has reported models of appropriate education using ICT. However, mere models are not going to achieve anything. Facilitation of ICT at the school level and training of teachers to teach gifted children using ICT is also important. As with any other case, factors and challenges determine the success of ICT use in educating gifted children. Early identification of gifted children, self-regulation and self-efficacy of gifted children to focus on the relevant topics, individualised programmes and lastly, the impact of the current Covid-19 pandemic have been discussed by the other papers that were reviewed. Overall, it can be deduced that ICT is indeed a useful avenue to teach gifted students, but it needs to be used in conjunction with other educational interventions/programs to ensure its effectiveness. These findings have practical implications for improving the education of gifted students.

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

An iconoclastic elementary school mathematics program

1966 ◽  
Vol 13 (6) ◽  
pp. 489-491
Author(s):  
Walter Earl
Keyword(s):  
High School ◽  
Elementary School ◽  
Junior High School ◽  
Logical Structure ◽  
Senior High School ◽  
Ordinary Experience ◽  
Elementary School Mathematics ◽  
Mathematical Intuition ◽  
Mathematics Program ◽  
Teaching Of Mathematics

There are many different approaches to the teaching of mathematics. They range from the formal, axiomatic type of presentation to the strictly utilitarian emphasis. The first is concerned with the logical structure of mathematics and seeks to transcend any particular relevance to ordinary experience. The second approach concentrates upon the development of a manipulative skill with some important mathematical operations. Most of the teaching at the junior high school and senior high school levels would today probably fall somewhere between these two extremes. In any of these methods, however, the teacher frequently finds that he is giving little attention to the development of mathematical intuition and what might be called a “freedom from the discipline.” It is the purpose of this paper to describe a program that attempts to emphasize and enhance the students' intuitive abilities.

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