A Program In Middle School: Problem Solving

1990 ◽  
Vol 38 (4) ◽  
pp. 6-11
Author(s):  
William B. Moody
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Recent Literature ◽  
Mathematical Methods ◽  
School Grades ◽  
School Problem ◽  
Mathematics Curricula ◽  
Nonroutine Problems ◽  
Elementary And Middle School

Recent literature concerned with the mathematics curricula for the elementary and middle school grades has st ressed the need for inclusion of more acti vitie involving problem solving and meaningful computational instruction. The authors of Curriculum and Elvaluarion Srandards for School Marhemarics (Srandards) (NCTM 1989) encourage the development of “an individual's abilities to explore. conjecture. and reason logically. as well a the ability to use a variety of mathematical methods to solve nonroutine problems.” (p. 5) They plea for intuitive approache to solving problem in the middle chool years as a foundation for solving problems in algebra. Mathematic competitions can be one way to create opportunities for developing interest and skill in problem olving and dealing with nonroutinc problems.

A Problem-solving Approach to Teaching Second-Year Algebra

1990 ◽  
Vol 83 (6) ◽  
pp. 432-435
Author(s):  
Vera Kerekes
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
School Curriculum ◽  
Eighth Grade ◽  
Mathematical Methods ◽  
School Year ◽  
Problem Solving Strategies ◽  
Approach To Teaching ◽  
Second Year ◽  
Systematic List

Problem-solving strategies are important parts of our middle school curriculum. Teaching strategies is an excellent way to help students attack mathematical, as well as other, problems. Such strategies include guessing and checking, simplifying the problem, building a model, developing a systematic list or a chart, working backward, drawing a picture, and looking for a pattern. Our students spend an entire school year in the eighth grade to learn to use these problem- solving strategies to solve problems that would otherwise require sophisticated mathematical tools if they could be solved at all by mathematical methods. This experience promotes the development of intuition and number sense in young students.

How Big is Your Foot?

2001 ◽  
Vol 6 (8) ◽  
pp. 476-481
Author(s):  
Suzanne Levin Weinberg
Keyword(s):  
Middle School ◽  
Real World ◽  
Upper Elementary ◽  
Eighth Grade ◽  
First Year ◽  
Abstract Concepts ◽  
School Grades ◽  
First Year Teacher ◽  
Eighth Grade Students ◽  
Elementary And Middle School

Concepts relating to fractions and measurement are difficult for students in the upper elementary and middle school grades to grasp (Bright and Heoffner 1993; Coburn and Shulte 1986; Levin 1998; Thompson 1994; Thompson and Van de Walle 1985; Witherspoon 1993). As a first-year teacher, I learned the value of relating difficult concepts, especially abstract concepts, to students' real-world experiences. The “How Big Is Your Foot?” project grew out of a question that I asked my eighth-grade students during my first year of teaching. We had just finished studying conversions in the metric system and had begun working with conversions in the customary system. As a warmup question, I asked my students to describe the distance from my desk to the door of the classroom. I wrote their responses on the chalkboard as they called out estimates: 1 meter, 60 meters, 25 feet, 300 inches, 300 centimeters.

Polygons, Stars, Circles, and Logo

1986 ◽  
Vol 33 (9) ◽  
pp. 6-11
Author(s):  
Bill Craig
Keyword(s):  
Middle School ◽  
Elementary School ◽  
Number Theory ◽  
Problem Solving ◽  
Elementary School Students ◽  
Upper Elementary ◽  
School Students ◽  
Know How ◽  
Elementary And Middle School ◽  
Mathematical Topic

Many teacher are excited about the potential uses of Logo with elementary school students. The language give students access to mathematical topic they have not previouly explored. The following activitie uae Logo in the study of geometry, number theory, and problem solving. The activities assume that tudents are familiar with turtlegraphic commands (FORWARD, BACK, RIGHT, LEFT) and know how to define procedures. The activitie are designed for students in the upper elementary and middle school grades. The star procedure and explorations are adapted from Discovering Apple Logo by David Thornburg. The book contains excellent ideas for the use of Logo as a tool for mathematical explorations. See the Bibliography for additional resources.

Geometry in the Middle School: Problem Solving with Trapezoids

1979 ◽  
Vol 26 (6) ◽  
pp. 20-21
Author(s):  
Diane Thomas
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
School Problem

A three-by-five card, a ruler, and a pair of scissors—these are the makings of a problem-solving lesson on area. Ask students to follow these steps.

Building Bridges to Algebraic Thinking

1997 ◽  
Vol 2 (4) ◽  
pp. 208-212
Author(s):  
Roger Day ◽  
Graham A. Jones
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Teachers ◽  
Algebraic Thinking ◽  
Physical Models ◽  
School Students ◽  
Instructional Goals ◽  
Use Of Technology ◽  
Mathematical Relationships ◽  
Elementary And Middle School

In spite of the fact that middle school teachers have been urged to develop algebraic thinking in their students (Lawson 1990; NCTM 1989; Phillips et al. 1991), the question of how to initiate that process may still be problematic for many teachers. Although it is important to suggest that explorations into algebraic thinking should emphasize “physical models, data, graphs and other mathematical relationships” (NCTM 1989, 102) and to recognize that “numerical and graphical problem-solving techniques become accessible strategies … through the use of technology” (Demana and Waits 1990, 53), teachers need help in building a bridge between their current instructional goals and new goals that emphasize an earlier introduction to algebraic thinking. In this article, we describe and illustrate an approach to algebraic thinking that is based on an extension of the problem-solving tasks typically investigated by elementary and middle school students.

Research into Practice: Place Value as the Key to Teaching Decimal Operations

1997 ◽  
Vol 3 (8) ◽  
pp. 448-453
Author(s):  
Judith Sowder
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Number Sense ◽  
Place Value ◽  
Elementary Grades ◽  
School Students ◽  
School Grades ◽  
Elementary And Middle School

Some years ago I examined several middle school students' understanding of numbers (Threadgill-Sowder 1984). The answers that students gave me during that study showed me that their understanding, developed largely through experiences in the elementary grades, was fuzzy and led me to undertake a decade of research on children's number sense in the elementary and middle school grades. I will set the stage for this article by sharing two of the questions I gave the students during that study and some of the responses I received.

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