The Value of Informal Approaches to Mathematics Instruction and Remediation

1986 ◽  
Vol 33 (5) ◽  
pp. 14-18
Author(s):  
Arthur J. Baroody
Keyword(s):  
Mathematics Instruction ◽  
Learning Difficulties ◽  
School Mathematics ◽  
Eighth Grade ◽  
School Mathematic ◽  
Knowledge And Skills ◽  
Informal Knowledge ◽  
Mathematical Instruction

School mathematic is my terious, foreign, and threatening to many students. For too many children, school mathematics is something that happens to them rather than something that they make happen. Some children are so overwhelmed that they are intellectually and emotionally paralyzed by school mathematics. How can we make school mathematics sensible, familiar, and enjoyable to children—especially those with learning difficulties? Ginburg (1982) suggest that we should relate formal mathematical instruction to a child's informal knowledge and skills, which are often based on counting. This principle is applicable to children across the whole range of abilities, from kindergarten through eighth grade, and to a range of topics in school mathematics. Such an approach may help children feel more in control of their work and, as a result, feel better about themselves and school mathematics.

Tips for Beginners: An eighth-grade unit on number systems

1958 ◽  
Vol 51 (5) ◽  
pp. 392-395
Author(s):  
Lowry. William C. ◽  
Carolyn J. Ingham ◽  
Joseph N. Payne
Keyword(s):  
High School ◽  
Junior High School ◽  
Mathematics Instruction ◽  
Junior High ◽  
Number System ◽  
School Mathematics ◽  
Eighth Grade ◽  
Place Value ◽  
High School Mathematics ◽  
Number Systems

It is a continuing aim of mathematics instruction to develop an appreciation for and an understanding of our number system. Students come into junior high school mathematics with a correct but somewhat incomplete conception of place value, one feature of our system. They recognize that in the number 463, the 4 represents the number of hundreds, 6 the number of tens, and 3 the number of ones.

Using research in teaching: Research suggestions: Use of time in teaching elementary school mathematics

1971 ◽  
Vol 18 (3) ◽  
pp. 177-179
Author(s):  
C. Alan Riedesel
Keyword(s):  
Elementary School ◽  
Mathematics Instruction ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Use Of Time ◽  
Teaching Research ◽  
Teaching Time

Each time a new topic is introduced in elementary school mathematics, the teacher is faced with a number of questions concerning the approach, sequence, and materials that should be used. Suggestions from resea rch are often available for aid in answering these specific questions. Also a number of qu estions concerning use of time, organization, and approach are pertinent to improving the teaching of the majority of topics in elementary school mathematics. The material th at follows poses several questions concerned with use of teaching time for elementary school mathematics instruction and gives uggestions from research for each question.

So-called Shortcuts Often Cause Confusion

1947 ◽  
Vol 40 (2) ◽  
pp. 62-64
Author(s):  
Edith L. Mossman
Keyword(s):  
High School ◽  
Senior High School ◽  
School Mathematics ◽  
Eighth Grade ◽  
First Year ◽  
High School Mathematics ◽  
College Mathematics ◽  
Algebra Theory ◽  
And Algebra

In arithmetic through the eighth grade and in first year algebra, is not the thorough understanding of fundamental principles of first importance? That this need of first importance has not been generally taken care of, is evidenced in many ways: (1) Such reports as that given by Admiral Nimitz, pointing out the weakness of our boys in junior and senior high school mathematics. (2) J. Kadushin's statements about the inability of men in the factories to handle simplest work in fractions, and their fear of taking any course in mathematics. (3) Constant complaint from teachers of physics, chemistry and algebra theory as to ignorance of the formula: what it is, what can and cannot be done to it. (4) The experience of much tutoring going on in universities, showing that great numbers have trouble with college mathematics because they did never really understand their work in arithmetic and algebra.

The Wonder and Creativity in “Looking Back” at Problem Solutions

1988 ◽  
Vol 81 (6) ◽  
pp. 429-434
Author(s):  
Stanley F. Taback
Keyword(s):  
Problem Solving ◽  
Mathematics Instruction ◽  
Position Paper ◽  
School Mathematics ◽  
National Council ◽  
Mathematical Competence ◽  
Mathematics Educators ◽  
Looking Back

Mathematics educators have always viewed problem solving as a preferential objective of mathematics instruction. It was not, however, until the National Council of Teachers of Mathematics published its position paper An Agenda for Action: Recommendations for School Mathematics of the 1980s that problem solving truly came of age. As its very first recommendation, the Council (1980) directed that “problem solving be the focus of school mathematics in the 1980s” and proclaimed that “performance in problem solving will measure the effectiveness of our personal and national possession of mathematical competence.”

Connecting Research to Teaching: Block Scheduling and High School Mathematics Instruction

1996 ◽  
Vol 89 (9) ◽  
pp. 758-768
Author(s):  
Steven L. Kramer
Keyword(s):  
United States ◽  
High School ◽  
British Columbia ◽  
High Schools ◽  
Block Scheduling ◽  
Mathematics Instruction ◽  
The United States ◽  
School Mathematics ◽  
High School Mathematics ◽  
Block Schedules

Block scheduling is not a new phenomenon. It has been widely used in British Columbia, Ontario, and Alberta since the 1970s. In the United States, block schedules have become increasingly popular throughout the 1990s, and currently they are spreading to high schools in many regions.

Links to Literature: A Different Angle for Integrating Mathematics

1995 ◽  
Vol 1 (5) ◽  
pp. 288-293
Author(s):  
Jocquelin Smith
Keyword(s):  
Children's Literature ◽  
Language Arts ◽  
Mathematics Instruction ◽  
Children’S Literature ◽  
Learning Experiences ◽  
Primary Grades ◽  
School Mathematics ◽  
Integrated Instruction ◽  
Evaluation Standards

Quality children's literature has become an important vehicle for integrating learning experiences in the primary grades. This development has been especially true for the language arts, where integrated instruction within and between the separate disciplines has been more widely practiced. Although the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) addresses this issue in Standard 2: Mathematics as Communication for grades K-4, the art of integration has often eluded mathematics instruction.

scholarly journals PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH SISWA MENGGUNAKAN MODEL PEMBELAJARAN TREFFINGER

2016 ◽  
Vol 14 (2) ◽  
pp. 198-217
Author(s):  
Lisa Juanti ◽  
Budi Santoso ◽  
Cecil Hiltrimartin
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Descriptive Study ◽  
Learning Model ◽  
School Mathematics ◽  
Eighth Grade ◽  
Eighth Grade Students ◽  
Student Test ◽  
Student Problem

The current research intends to clarify how Treffinger learning model improves student problem-solving skill on school mathematics subject. This research is a descriptive study. There are 30 students as the subjects and are taken from the eighth-grade students of SMPN 9 Palembang South Sumatra. The data are obtained from teaching and learning observation and student test. Based on the analysis, it is found that through Trefinger model the students whose scores are minimally 80 at the test is categorized as good skill in problem solving which is around 86.67% of students.  

scholarly journals Putting a Spotlight on Validators of Easy-to-Read Content

Disabilities ◽  
2021 ◽  
Vol 2 (1) ◽  
pp. 1-18
Author(s):  
Rocío Bernabé ◽  
Piero Cavallo
Keyword(s):  
General Public ◽  
Online Survey ◽  
Learning Difficulties ◽  
Knowledge And Skills ◽  
Creation Process ◽  
The Past ◽  
Educational Backgrounds ◽  
Current Activity ◽  
Text Simplification

Easy-to-Read content results from applying text simplification principles to make information accessible for persons with reading and learning difficulties. While both the creation process and simplification principles have gained the interest of scholars and the general public in the past years, the role of validators is still less visible compared with that of writers or translators. This paper sought to put a spotlight on validators by answering the questions of who these professionals are, what tasks they take on, and how they have acquired the necessary knowledge and skills for the job. In doing so, it investigated a subset of the data about validators’ demographical and educational backgrounds and current activity collected in an online survey launched within the innovative framework of the Erasmus+ project Train2Validate.

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