Research Report: Profile of Expertise in Elementary School Mathematics Teaching

1986 ◽  
Vol 34 (4) ◽  
pp. 28-29
Author(s):  
Gaea Leinhardt ◽  
Ralph R. Putnam
Keyword(s):  
Elementary School ◽  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
School Mathematics ◽  
Research Report ◽  
Expert Teachers ◽  
Elementary School Mathematics

Over the last five years considerable interest and research have been generated about the contrast between novice and expert teachers of elementary school mathematics. Researchers hope that making this contrast will reveal important insights into the nature of expertise—what it means to be an expert mathematics teacher.

Forum on teacher preparation: Development of elementary school mathematics teaching in the United States

1970 ◽  
Vol 17 (5) ◽  
pp. 428-437
Author(s):  
Francis J. Mueller ◽  
Paul C. Burns
Keyword(s):  
United States ◽  
Elementary School ◽  
Teacher Preparation ◽  
Mathematics Education ◽  
Mathematics Teaching ◽  
The United States ◽  
School Mathematics ◽  
Elementary School Mathematics

The methods component of mathematics education in the United States has seldom been static. Particularly interesting is the cyclic nature of recurring issues and their varying proposed soltllions.

The importance of definitions in mathematics: zero

1967 ◽  
Vol 14 (5) ◽  
pp. 379-382
Author(s):  
Claire M. Newman
Keyword(s):  
Elementary School ◽  
Mathematics Teacher ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Mathematical Thought ◽  
Basic Ideas ◽  
Future Work

The elementary school mathematics teacher has an important job—that of laying the foundation for his pupils' future work in mathematics. However, in his efforts to teach mathematics so that children understand the concepts behind their work, there may be a tendency to overlook the fact that all ideas in mathematics cannot be justified. The very nature of mathematical thought is such that there are some basic ideas we must agree to accept.

A critical assessment of published tests for elementary school mathematics

1974 ◽  
Vol 21 (1) ◽  
pp. 14-18
Author(s):  
L. Ray Carry
Keyword(s):  
Student Achievement ◽  
Elementary School ◽  
Standardized Tests ◽  
Mathematics Teacher ◽  
Critical Assessment ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Instructional Objectives ◽  
Average Student ◽  
Criterion Referenced

This paper is intended as an aid to the elementary school mathematics teacher who uses published tests for evaluating student achievement in e lementary school mathematics. (“Published tests” jn this paper refers to standardized tests and to published criterion-referenced tests.) Often teachers must administer to their students tests that do not directly assess the teacher's objectives. The almost certain outcome of such a procedure is that average student achievement is revealed to be unexpectedly low. Such an outcome may result in pressure to modify the instructional objectives so that instruction becomes consistent with the behaviors assessed by the achievement tests. Over a period of years this process could lead to a situation where mathematics course objectives are in effect determined by test content. Stated tritely perhaps, but accurately, we could end up “with the cart before the horse.”

scholarly journals Pendampingan Pembuatan dan Penggunaan Alat Peraga Dakota Pada Pembelajaran FPB dan KPK

2018 ◽  
Vol 8 (1) ◽  
pp. 66
Author(s):  
Ana Istiani ◽  
Yunni Arnidha
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Elementary Mathematics ◽  
School Mathematics ◽  
Learning Material ◽  
School Teachers ◽  
Learning Materials ◽  
Elementary School Mathematics

The application of character learning to elementary mathematics requires certain techniques. In the mathematics of elementary school teachers should use abstract media. Problems that arise in elementary school mathematics teacher in Kecamatan Negeri Katon is lack of knowledge in using props, in this case on FPB material and KPK. In addition, teachers are still confused in choosing the props that should be used on every learning material. To overcome this is used DAKOTA props that can facilitate students' understanding in learning FPB and KPK materials. The method used in this devotion is the making of DAKOTA props using rigid boards. From the results of this devotion activity obtained the spirit of mathematics teachers and the emergence of ideas to make props on other learning materials.

scholarly journals Manipulatives and Question Series for Elementary School Mathematics Teaching on Solid Geometry

2018 ◽  
Vol 11 (3) ◽  
pp. 649-662 ◽  
Author(s):  
Isti Hidayah ◽  
◽  
Dwijanto Dwijanto ◽  
Afit Istiandaru ◽  
◽  
...  
Keyword(s):  
Elementary School ◽  
Mathematics Teaching ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Solid Geometry

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.

What Every Elementary School Mathematics Teacher Should Read-Twenty-two Opinions

1985 ◽  
Vol 32 (5) ◽  
pp. 40-43
Author(s):  
Lowell Leake
Keyword(s):  
Elementary School ◽  
Mathematics Teacher ◽  
New Teachers ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Desert Island ◽  
The Subject

If you could own only ten book on the teaching of elementary school mathematics, which would you choose? If your school's library suddenly acquired enough money to buy ten such books, which would you recommend? Which ten books on the subject would you suggest that new teachers purchase for their personal libraries? Such questions are more limited versions of the old idea of deciding which ten books you would want if you were marooned on a desert island.

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