Teaching Mathematics with Technology: A Graphing Tool for the Primary Grades

1990 ◽  
Vol 38 (2) ◽  
pp. 40-43
Author(s):  
Jane F. Schielack
1978 ◽  
Vol 26 (3) ◽  
pp. 21-24
Author(s):  
Karen L. Tucker

We are all convinced that manipulative materials and concrete experiences are useful in teaching mathematics, and we have curricula which put this belief into action. We pretest and posttest, diagnose and prescribe; yet with all that, we may often miss the fun of everyday mathematics. We are so concerned with behavioral objectives for Unit 3, Lesson 2, at 1 o'clock, that we are not free to recognize the opportunities for mathematical learning and real enjoyment that arise for children in the kindergarten and primary grades in their daily art or dress-up activities.


1992 ◽  
Vol 39 (5) ◽  
pp. 42-44
Author(s):  
Virginia Thompson

Administrators want the best educational program for their schools, and they want parents to support that program. Parents want the very best for their children in everything, including mathematics education. They remember arithmetic as the mainstay of elementary school mathematics and want their children to acquire the computational skills that they see as necessary for everyday life and future work.


1983 ◽  
Vol 30 (6) ◽  
pp. 27-66
Author(s):  
William Heck

“The school is getting some microcomputers next week. Would you like to have one in your classroom?” If your principal makes an offer like that, jump at it! Even if you have never touched a computer before! The self-contained classroom is an ideal situation for a microcomputer (or two or three).


Author(s):  
Feruza Zoxidonovna Khusanova ◽  

This article demonstrates the identification of methodological techniques and conditions that help students develop critical thinking in the teaching of combinatorics in the primary grades.


1991 ◽  
Vol 1 (1) ◽  
pp. 28-31 ◽  
Author(s):  
Eugene B. Cooper ◽  
Crystal S. Cooper

A fluency disorders prevention program for classroom use, designed to develop the feeling of fluency control in normally fluent preschool and primary grade children, is described. The program addresses the affective, behavioral, and cognitive aspects of fluency and features activities that not only develop the child’s fluency motor skills but also teach the language of fluency by developing the child’s metalinguistic skills.


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