Calculators and the Mathematics Curriculum

1987 ◽  
Vol 34 (6) ◽  
pp. 57-60
Author(s):  
James H. Wiebe

While the computer revolution has been making headlines, another much quieter revolution has taken place—in the way people in our society do arithmetic. With electronic calculators selling for less than $5, most people now use them to do such everyday computations as balancing a checkbook or determining how large a refund is due them at income-tax time. This revolution will and should have more of an impact than computers on the types of things we teach in the elementary school mathematics classroom. The abundance of cheap electronic calculators and the presence of sophisticated cash registers in virtually all retail outlets have nearly eliminated the need for pencil-and-paper computations, both at home and in the workplace.

1965 ◽  
Vol 12 (4) ◽  
pp. 271-274
Author(s):  
Lewis B. Smith

Geometry has now won for itself a place in the elementary school mathematics curriculum. Although emphasis varies from publisher to publisher, there is no question that geometry is included in each major series. The Cambridge Report urges a more distinguished place for it in the curriculum of the future.


1975 ◽  
Vol 22 (1) ◽  
pp. 28-32
Author(s):  
Marilyn J. Zweng

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.


1990 ◽  
Vol 37 (6) ◽  
pp. 59-63
Author(s):  
Barbara Moses

The recently published Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, Commission on Standards for School Mathematics 1989, 21) clearly states that educators should devote less attention to “ complex paper-andpencil computations” and “rote memorization of rules.” The time currently spent in the elementary school mathematics curriculum on these topics should instead be devoted to other areas, such as geometry and problem solving. Students should “visualize and represent geometric figures with special attention to developing spatial sense” and learn to appreciate “geometry as a means of describing the physical world” (p. 112). But elementary school mathematics textbooks typically contain few activities that deal with the development of spatial sense.


1982 ◽  
Vol 30 (2) ◽  
pp. 34-38
Author(s):  
Dorothy S. Russell ◽  
Elaine M. Bologna

What is the most neglected area of the elementary school mathematics curriculum? The answer, probably, is geometry. Too many people think of geometry as a formal structure, like the course they had in high school. As a result. they do not see its relevance to the elementary school mathematics curriculum. Activities that introduce children to geometric concepts provide experiences that help children develop and reinforce spatial perceptions.


1980 ◽  
Vol 27 (5) ◽  
pp. 5-7
Author(s):  
Joseph N. Payne

With our certain, albeit slow, movement to the metric system and with the widespread use of calculators, there is general agreement that decimals wiU be introduced earlier in our elementary school mathematics curriculum. Decimals for tenths, for example, have been taught successfully in grade three. Nevertheless, there are major questions, substantial disagreements, and some sheer nonsensical statements being made about fraction concepts, fraction computation, and decimal computation.


2002 ◽  
Vol 8 (6) ◽  
pp. 364-370
Author(s):  
John Kerrigan

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.


1966 ◽  
Vol 13 (3) ◽  
pp. 192-197
Author(s):  
Charles H. D'Augustine

Groups responsible for the development, analysis, evaluation, and restructuring of topics in the elementary school mathematics curriculum have proposed the inclusion of many topics in geometry and topology heretofore not an integral part of elementary school mathematics curriculum. Two of these groups are the School Mathematics Study Group (Elementary) and the Greater Cleveland Mathematics Project. Both of these groups have produced materials which include many topics in intuitive geometry and topology.


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