The Turtle Deserves a Star

1986 ◽  
Vol 33 (7) ◽  
pp. 14-16
Author(s):  
Rick Billstein ◽  
Johnny W. Lott
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Major Influence ◽  
Computer Language ◽  
National Council ◽  
Computing Technology ◽  
Mathematical Concepts ◽  
Problem Solving Skills ◽  
Excellent Opportunity ◽  
Mathematics Curricula

The National Council of Teachers of Mathematics recently published “The lmpact of Computing Technology on School Mathematics: Report of an NCTM Conference” (NCTM 1985). This report addresses the need for mathematics curricula and instructional methods to respond to the influence of computing technology. This report states that “the major influence of technology on mathematics education is its potential to shift the focus of instruction from an emphasis on manipulative skills to an emphasis on developing concepts, relationships, structures, and problem-solving skills.” The use of the computer language Logo offers an excellent opportunity to use technology to help develop the problem-solving skills advocated in mathematics. This article gives examples not only of how Logo might be used to teach some mathematical concepts but also of how it can be used as a problem-solving tool.

scholarly journals Improving Calculus Learning Using a Scientific Calculator

2020 ◽  
Vol 2 (1) ◽  
pp. 220-227
Author(s):  
Miriam Dagan ◽  
Pavel Satianov ◽  
Mina Teicher
Keyword(s):  
Problem Solving ◽  
Conceptual Understanding ◽  
Computer Language ◽  
Mathematical Concepts ◽  
Problem Solving Skills ◽  
Learning Success ◽  
Cognitive Motivation ◽  
Long Term Experience ◽  
Scientific Calculator

AbstractThis article discusses the use of a scientific calculator in teaching calculus by using representations of mathematics notions in different sub-languages (analytical, graphical, symbolical, verbal, numerical and computer language). Our long-term experience shows that this may have a positive and significant effect on the enhancement of conceptual understanding of mathematical concepts and approaches. This transcends the basic computational uses, and implies a potential for real improvement in the learning success, cognitive motivation and problem solving skills of the student. We illustrate the steps we have taken towards doing this through some examples.

scholarly journals Meaning of Aging, Gerotranscendence, and Successful Aging in Older Adults With Chronic Health Conditions

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 423-423
Author(s):  
Meredith Troutman-Jordan
Keyword(s):  
Older Adults ◽  
Problem Solving ◽  
Life Events ◽  
Successful Aging ◽  
Stressful Events ◽  
Functional Health ◽  
Major Influence ◽  
Unexpected Death ◽  
Major Life ◽  
Problem Solving Skills

Abstract Aging presents change in the form of opportunities and challenges, from common physical alterations, to major life events. Perception of such events is greatly shaped by one’s mental health, and is a major influence on gerotranscendence, a positive kind of aging involving redefinition of self, relationships, and proposed to be a precursor to successful aging. A mixed-methods cross-sectional descriptive design was used to study 50 older adults. Life Events Checklist, Gerotranscendence Scale, Herth Hope Index, and Successful Aging Inventory were administered. Mean participant age was 70.78 years; there were 9 males (18%), 41 females (82%), 13 were Black (26%), and 37 were White (74%). Participants reported a number of stressful events, most frequently transportation accidents, followed by other very stressful events or experiences, and sudden unexpected death of someone close. Gerotranscendence scores ranged from 0-10 (µ 6.88, a moderate score). Successful aging scores ranged from 40-79 (µ 62.33, a moderate score). A sub-sample of 6 participants engaged in semi-structured interviews, which were transcribed verbatim and subject to content analysis. Faith, displaced longing, temporal anticipation, proactive problem-solving/coping, and concern for future generations were emergent qualitative themes. Findings highlight opportunities for providers from multiple disciplines to target risks and possibilities for aging successfully and to promote hope, optimism, problem-solving skills, and gerotranscendence in all older adults, regardless of physical or functional health status.

scholarly journals Realistic mathematics education: An approach to improve problem solving ability in primary school

2021 ◽  
Vol 15 (4) ◽  
pp. 511-518
Author(s):  
Lutfi Putri Nugraheni ◽  
Marsigit Marsigit
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Primary School ◽  
Mathematical Problem ◽  
Realistic Mathematics Education ◽  
School Students ◽  
Learning Materials ◽  
Problem Solving Skills ◽  
Realistic Mathematics ◽  
Primary School Student

Mathematical problem solving was an crucial skill to be mastered by primary school student so that will help student to unravel their problems encountered in everyday life. By using the realistic mathematics approach, stundents learn mathematical concept based on reality or scope around students. This study aimed to develop an eligible learning materials and test the effectiveness of learning materials based on realistic mathematics education to enhance the problem solving skill of primary school students. This research and development study was conducted in Sawangan Subdistrict, Magelang Regency, Central Java, Indonesia. The testing subjects consisted of 12 students in the the preliminary field, there were 42 students in the main field, and 90 students in the operational field that divided into experiment dan control class. The data were collected by interviews, observation, and tests. The analyzing N-gain score and t-test with a significant level of 0.05 done to find out th effectiveness of the teaching materials. The developed of realistic mathematics eduation learning materials is feasible and effective in improving problem solving skill with significance value of 0.000 (p≤0.05). It can enhance the problem solving skills of 4th grade elementary school.

Language Activities That Promote Awareness of Mathematics

1988 ◽  
Vol 36 (4) ◽  
pp. 6-9
Author(s):  
James S. Cangelosi
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Real World ◽  
Real Life ◽  
National Council ◽  
Life Meaning ◽  
The Real ◽  
Education Literature ◽  
Teaching Of Mathematics ◽  
Primary Focus

Developing students' abilities to rcason with mathematics and apply mathematics to the solution of problems occurring in the real world hould be a primary focus of school mathematics (National Council of Teachers of Mathematics 1980). However, most mathemati cal curricula seem to place more emphasis on memorization of fact and algorithm than on reasoning and problem solving (Romberg and Carpenter 1986). The mathematics education literature abound with ideas for reversing the emphasis on memorization and for guiding the teaching of mathematics so that it has real-life meaning for children. Included among the idea are the following:

Welcome to Our Focus Issue on Problem Solving

2003 ◽  
Vol 96 (8) ◽  
pp. 529
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Word Problems ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
National Council ◽  
Seminal Work ◽  
Strong Case ◽  
School Mathematics Curriculum

THE CALL FOR THIS FOCUS ISSUE BEGAN BY reminding readers that in 1980, the National Council of Teachers of Mathematics made a strong case for including problem solving in the mathematics curriculum. Problem solving was not a new topic at that time—after all, George Pólya published his seminal work, How to Solve It, in 1945. However, the 1980 Agenda for Action publication marked the beginning of a period in mathematics education when the processes of problem solving received specific attention in the school mathematics curriculum. Problem solving became much more than solving word problems.

Guiding Young Children in Successful Problem Solving

1982 ◽  
Vol 29 (5) ◽  
pp. 15-17
Author(s):  
Kil S. Lee
Keyword(s):  
Problem Solving ◽  
Young Children ◽  
Conference Report ◽  
School Mathematics ◽  
National Council ◽  
Mathematical Skills ◽  
The Past ◽  
Mathematics Educators ◽  
Mathematics Curricula

In the past twenty years, problem solving has received much attention from mathematics educators. Inclusion of imaginative problems in school mathematics curricula was recommended in the 1963 Cambridge Conference report. Problem solving was the first of the ten basic mathematical skills identified by the National Council of Supervisors of Mathematics in 1976 and the position of the NCSM was endorsed by the National Council of Teachers of Mathematics in 1978. “That problem solving be the focus of school mathematics in the 1980s” is the first of eight recommendations expressed in An Agenda for Action: Recommendations for School Mathematics of the 1980s published by the NCTM.

Using a Problem-solving Approach in the Primary Grades

1984 ◽  
Vol 32 (4) ◽  
pp. 11-14
Author(s):  
Patricia F. Campbell
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Young Children ◽  
Mathematics Curriculum ◽  
School Administrators ◽  
Mathematical Problem ◽  
Primary Grades ◽  
National Council ◽  
Primary Level ◽  
Addition And Subtraction

According to the National Council of Teachers of Mathematics (1980), the focus of school mathematics in the 1980s must be on problem solving. Furthermore, computation is to be a tool for problem solving. The importance of problem solving as a goal in mathematics education cannot be disputed; however, the de-emphasis of computation may cause fee lings of uneasiness for many primary-level teachers. These feeling can be accentuated by such statements as “Primary-level curricula contain practically no mathematical problem-olving experiences” (Greenes 1981). Where does this dilemma leave the typical primary-level teacher, given the existing primary mathematics curriculum and the demands from pa rents and school administrators that young children develop a mastery of addition and subtraction?

A Forum for Researchers: Recent Cooperative Research concerning the Acquisition of Spatial and Geometric Concepts

1977 ◽  
Vol 8 (4) ◽  
pp. 317-320
Author(s):  
Richard Lesh
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Teaching Strategies ◽  
Working Group ◽  
Research Effort ◽  
Cooperative Research ◽  
Mathematical Concepts ◽  
Learning And Teaching ◽  
Geometric Concepts ◽  
Significant Research

In the spring of 1975, the Georgia Center for the Study of Learning and Teaching in Mathematics (GCSLTM) sponsored a series of five research workshops involving (a) teaching strategies in mathematics, (b) number and measurement concepts, (c) space and geometry concepts, (d) models for learning mathematical concepts, and (e) problem solving. This fo rum is a discussion of the activities of the working group that developed from the space and geometry workshop. The existence of a successful, nonfunded, multi-institutional, cooperative research effort is in itself a significant research innovation in mathematics education.

Connecting Research to Teaching: Visual and Analytic Thinking in Calculus

2009 ◽  
Vol 103 (2) ◽  
pp. 140-145
Author(s):  
Erhan Selcuk Haciomeroglu ◽  
Leslie Aspinwall ◽  
Norma C. Presmeg
Keyword(s):  
Mathematics Education ◽  
Multiple Representations ◽  
Reform Movement ◽  
National Council ◽  
Analytic Thinking ◽  
Mathematical Concepts ◽  
Mathematical Objects ◽  
Ways Of Thinking ◽  
Calculus Reform

A frequent message in mathematics education focuses on the benefits of multiple representations of mathematical concepts (Aspinwall and Shaw 2002). The National Council of Teachers of Mathematics, for instance, claims that “different representations support different ways of thinking about and manipulating mathematical objects” (NCTM 2000, p. 360). A recommendation conveyed in the ongoing calculus reform movement is that students should use multiple representations and make connections among them so that they can develop deeper and more robust understanding of the concepts.

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