Parents: A Ready Resource

1991 ◽  
Vol 38 (6) ◽  
pp. 24-27
Author(s):  
Sue Goldstein ◽  
Frances A. Campbell
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Instruction ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Mathematics Skills

“I never seem to reach every student when I am teaching mathematics.” “There is never enough time for practicing mathematics skills.” These laments by typical elementary school teachers are both real and abundant. Teachers would love to have more time and more help to work with students individually on developing and mastering mathematics skills. Involving parents in working with their children in mathematics is a ready method of obtaining an extra resource for teachers when individualizing mathematics instruction.

Teacher-Computer Interaction in Teaching a Mathematics Lesson

1988 ◽  
Vol 36 (2) ◽  
pp. 42-46
Author(s):  
Lyle E. Andersen ◽  
Glenn D. Allinger ◽  
Jean P. Abel
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Instruction ◽  
Teaching Mathematics ◽  
Mathematics Lesson ◽  
School Teachers ◽  
Computer Interaction

Elementary school teachers are being encouraged to use the computer for mathematics instruction (NCTM 1980). Many are seeking appropriate methods for integrating the computer into their mathematic lessons. Unfortunately, much of the pre ent software must be altered or creatively adapted before it can be incorporated into teacher presentations. The lack of computers in individual classrooms and the lack of regular acce to computer laboratorie are other tumbling blocks that di courage the u e of computers in a regular lesson. The estatement are supported by a survey conducted in Minnesota (Andersen 1984) that showed fewer than 5 percent of the K-8 teacher who responded had ever used the computer for teaching mathematics.

A Summer Professional Growth Experience

1985 ◽  
Vol 32 (9) ◽  
pp. 16-17
Author(s):  
Loye Y. (Mickey) Hollis
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Elementary School Students ◽  
Professional Growth ◽  
Teaching Mathematics ◽  
School Teachers ◽  
School Students ◽  
Unique Experience ◽  
The Subject ◽  
Achievement In Mathematics

It was probably not a unique experience, but it sure was fun, and more important, fifteen elementary school teachers improved their skills for teaching mathematics and did away with some anxiety about the subject. While they were about it, these teachers also increased the achievement in mathematics of forty-five elementary school students and showed them that mathematics can be a lot of fun.

scholarly journals THE IMPLEMENTATION OF HYPNOTEACHING METHOD ON MATHEMATICS INSTRUCTION BY ELEMENTARY SCHOOL TEACHERS IN MUNCAR, BANYUWANGI, INDONESIA

2021 ◽  
Vol 9 (5) ◽  
pp. 310-317
Author(s):  
Wiyono a ◽  
◽  
M. Sulthon Masyhud ◽  
Tri Dyah Prastiti ◽  
◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Instruction ◽  
Work Group ◽  
Sixth Grade ◽  
Research Subjects ◽  
School Teachers ◽  
Group Vi ◽  
School Work ◽  
Teaching Learning

This research aimed to investigate the implementation of hypnoteaching method on mathematics instruction in Muncar, Banyuwangi, Indonesia. The research used descriptive research design in the form of case study. The research subjects were the sixth grade elementary school teachers of five schools in the school work group VI in Muncar sub-district of Banyuwangi district. The data were collected by using interview, questionnaire, observation and documentation. To analyze the collected data, descriptive qualitative and descriptive statistics were used. The research findings were as the following. 1) The teaching learning process inmathematics instruction from pre instructional activities, main activities up to post activities was good (78.9%). 2) The students participation in the hypnoteaching class showed: a) activities in group working, in giving ideas, and in answering questions were good (79.86 %), b) responses on hypnoteaching instruction was very good (90.9 %), and c) assessment on the teachers performance was very good ( 90.2 %), 3) the quality of hypnoteaching method with eight aspects was good. Three aspects: empathy, sympathy, and communication ability, were very good (86.66%) whereas the other five aspects: teachers performance, language use, appropriate expression with the subjects, motivating students, and managing students mood, were good (71.6%). The eight aspects were implemented well by the teachers in grade VI at the Public Elementary School (SDN) 1 Sumbersewu (75.0 %), SDN 3 Sumbersewu (72.7%), and SDN 4 Sumbersewu (72.2%).

scholarly journals ONTOLOGICAL MISCONCEPTION IN MATHEMATICS TEACHING IN ELEMENTARY SCHOOLS

2020 ◽  
Vol 9 (1) ◽  
pp. 15
Author(s):  
Imam Kusmaryono ◽  
Mochamad Abdul Basir ◽  
Bagus Ardi Saputro
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Elementary School Teachers ◽  
Mathematics Teaching ◽  
Research Data ◽  
Qualitative Approach ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Central Java ◽  
Alternative Solutions

Elementary school teachers in Indonesia are required to master many subjects to be taught to their students. It is undeniable that the teachers’ mastery of knowledge (material) in some subjects inadequate. Therefore, it is worth to argue that there was a misconception in mathematics teaching in elementary schools. This research was designed using a qualitative approach. The participants of this study were 30 elementary school teachers in Semarang city area, Central Java province, Indonesia. The research data were obtained through questionnaires, and interviews. The purpose of the study was to discuss the types and causes of the misconception of mathematics teaching in elementary schools. Alternative solutions were also presented to problem-solving so that misconceptions do not occur anymore in mathematics teaching. The findings show that, teachers evenly experience types of misconceptions: (1) pre-conception, (2) under-generalization, (3) over-generalization, (4) modelling error, (5) prototyping error; and (6) process-object error in teaching mathematics in elementary schools. Some misconceptions have taken root and are difficult to remove, called "ontological misconceptions" because of teachers' years of belief that the knowledge they received was true when in fact it was not quite right.

More Reflections on Teaching Mathematics for Elementary School Teachers

1982 ◽  
Vol 29 (5) ◽  
pp. 37-38
Author(s):  
Rick Billstein ◽  
Johnny W. Lott
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Mathematics Educators ◽  
Teaching Ideas ◽  
Successes And Failures

In his article, “Some Reflections on Teaching Mathematics for Elementary School Teachers,” (November 1980 issue of the Arithmetic Teacher), Lowell Leake suggested that mathematics educators share teaching ideas, successes, and failures in courses for elementary school teachers. This article is a response to his suggestion.

Some Reflections on Teaching Mathematics for Elementary School Teachers

1980 ◽  
Vol 28 (3) ◽  
pp. 42-44
Author(s):  
Lowell Leake
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Teacher ◽  
The Other ◽  
Teaching Mathematics ◽  
School Teachers ◽  
University Of Cincinnati ◽  
The University ◽  
University Training ◽  
Certification Requirement

Virtually every college or university training elementary school teachers offers a course in mathematics content with a title similar to “Mathematics for the Elementary School Teacher”, the title we use at the University of Cincinnati. The course is usually a year long and in most states it is a certification requirement for grades kindergarten through eight; it evolved from the recommendations of the Committee on the Undergraduate Program in Mathematics (CUPM) of the Mathematical Association of America in the early 1960s. Little, however, has appeared in journals such as the Arithmetic Teacher about the experiences various universities or instructors have had with this course. This paper describes some aspects of such a course at the University of Cincinnati, and I have had two major purposes in mind in writing it. One is to communicate some successful ideas to others who teach similar courses, and the other is to encourage others to submit their ideas, experiences, and suggestions so that all of us can share and profit from each other's successes and failures. A third possibility is to generate some comments from teachers in elementary and middle schools who once took such a course and now, in retrospect, have suggestions to make to those of us who teach it.

Calculators and Problem-Solving Instruction: They Were Made for Each Other

1983 ◽  
Vol 30 (5) ◽  
pp. 18-21
Author(s):  
Donald B. Bartalo
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Teachers ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Two Factors ◽  
Everyday Problem

One of the major reasons for teaching mathematics in school is to help all student Jearn how to solve common, everyday problem—those practical situations that all of us face as citizen and consumers. Elementary school teachers know the importance of teaching their tudent how to think through problems instead of guessing at possible solutions. Because of these two factors, technique for improving children's problem-solving skills de erve special attention.

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