One Point of View: Calculators in the Classroom

1991 ◽  
Vol 39 (2) ◽  
pp. 6
Author(s):  
Elizabeth Kaiser
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Real Life ◽  
Opportunity To Learn ◽  
Elementary Classrooms ◽  
Point Of View ◽  
Leadership Role ◽  
Classroom Teachers ◽  
Evaluation Standards ◽  
The Past

As we adopt the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989), we can expect to make more use of calculators in elementary school classrooms. This technology allows students to think about and solve problems without the burden of tedious written computations. Teachers will realize the importance of using calculators in elementary classrooms as they see students of all abilities regularly attempt higher levels of problem solving with increasing confidence. Students deserve the opportunity to learn to use calculators in their classroom and real-life situations. My experience with calculators in my classroom during the past three years has convinced me not only that such progress is important but that classroom teachers can and must take a leadership role in this area.

ONE POINT OF VIEW: The morning after

1971 ◽  
Vol 18 (4) ◽  
pp. 213-214
Author(s):  
Henry Van Engen
Keyword(s):  
Elementary School ◽  
Elementary Teachers ◽  
Elementary School Teachers ◽  
Colleges And Universities ◽  
Point Of View ◽  
School Teachers ◽  
Prospective Elementary Teachers ◽  
The Past

Events in the past ten years have made it necessary and desirable for colleges and universities to increase their course requirements in mathematics for elementary school teachers. There has been little or no opposition to this trend except as one finds it in individual colleges when there is a proposal to change course requirements. In mathematics the change has been in the direction of doubling or trebling the number of credits in mathematics required of prospective elementary teachers.

ONE POINT OF VIEW: We Must Have “Designated Math Leaders” in the Elementary School!

1991 ◽  
Vol 39 (1) ◽  
pp. 7-9
Author(s):  
James V. Bruni
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Learning ◽  
Point Of View ◽  
School Mathematics ◽  
School Level ◽  
Leadership Roles ◽  
Evaluation Standards ◽  
Agents Of Change

NCTM's development of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and the recent companion document, Professional Standards for Teaching Mathematics (NCTM 1991), is an extraordinary achievement. At a time when many agree that we urgently need change in mathematics education, these sets of standards project an exciting vision of what mathematics learning can be and how all students can develop “mathematical power.” They establish a broad framework to guide reform efforts and challenge everyone interested in the quality of school mathematics programs to work collaboratively to use them as a basis for change. How will we meet this challenge? The Editorial Panel believes that translating that vision into reality at the elementary school level will be possible only if elementary school teachers are involved in taking leadership roles as agents of change.

A Critique of Problem-Solving Training: Where to From Here?

1990 ◽  
Vol 4 (3) ◽  
pp. 257-265
Author(s):  
Lisa M. Larson
Keyword(s):  
Problem Solving ◽  
Adult Population ◽  
Real Life ◽  
Operational Definition ◽  
Group Training ◽  
Sequential Model ◽  
The Past ◽  
Individual Difference Variables ◽  
Training Studies ◽  
Definition Of

Over the past 20 years, a growing number of studies have accumulated which have become labeled as “problem-solving training studies,” focused on an adult population (D’Zurilla, 1986; D’Zurilla & Nezu, 1982). The purpose of this paper is to examine the general issue of problem-solving training from several different avenues. First, problem-solving training studies are briefly reviewed and summarized. Second, the use of the stage sequential model as the predominant model in problem-solving training is discussed. The author considers how problem-solving training might be enhanced if alternative conceptualizations of problem solving are employed. Third, the operational definition of real life problem solving is described as one continued source of confusion in the problem-solving training literature. Finally, the author addresses the need for future researchers to consider individual versus group training, individual difference variables, and problem attributes as to how they impact training.

Developing a Problem-Solving Lesson

1989 ◽  
Vol 37 (2) ◽  
pp. 14-19
Author(s):  
Pamala Byrd Cemen
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Teachers ◽  
Lesson Plans ◽  
School Mathematics ◽  
School Teachers ◽  
Evaluation Standards ◽  
Mathematical Abilities ◽  
Cognitive Levels

Problem solving is one of the most important mathematical abilities that teachers can foster in students, as evidenced by its prominent role in NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) and An Agenda for Action (1980). Because of the increased availability of calculators and computers, knowledge of which computations are necessary is more important than proficiency in carrying out those computations. As a result, elementary school teachers are being encouraged and entreated to teach problem solving. However, teaching such a topic at higher cognitive levels is far from easy; the key is to be able to ask good questions. Because excellent problem-solving questions are seldom created “on the spot,” teachers will benefit from writing lesson plans that include questions they can ask at crucial moments, keeping in mind they may not need the questions at all.

scholarly journals Model Pembelajaran Seni Musik melalui Lesson Study: Studi Kasus di SDN Jawilan, Serang

2015 ◽  
Vol 15 (2) ◽  
pp. 126-138
Author(s):  
Yulianti Fitriani
Keyword(s):  
Elementary School ◽  
Art Education ◽  
Lesson Study ◽  
Point Of View ◽  
Learning Problems ◽  
Classroom Teachers ◽  
Music Learning ◽  
Teaching Music ◽  
Methods Of Learning

Artikel ini dilatar-belakangi persoalan pembelajaran seni musik di SDN Jawilan Kab. Serang. Di SD ini penyelenggaraan pendidikan seni belum memperoleh perhatian yang cukup baik dari guru. Hal ini dapat dilihat dari pembagian alokasi waktu pembelajaran dan keterlibatan guru kelas yang tidak memiliki latar belakang pendidikan seni (musik). Dampak yang muncul, rata-rata siswa belum memiliki kemandirian dalam berkreativitas dan kurang berpartisipasi aktif dalam kegiatan musik baik di sekolah maupun di luar sekolah. Untuk memperbaiki persoalan tersebut dirasa perlu meminjam Lesson Study yang di dalamnya terdapat metode, pendekatan dan strategi pembelajaran sebagai pola untuk membelajarkan seni musik agar dapat memberikan alternatif sudut pandang terhadap persoalan metode yang tepat guna dan terencana dalam pengajaran pendidikan musik di SD, termasuk paradigma membelajarkan musik secara hakiki. Hasil yang diperoleh dapat memberikan alternatif sebagai dasar pengembangan pembelajaran seni musik. The Model of Music Learning through a Lesson Study: A Case Study in Jawilan Elementary School, Serang. The learning problems of music lessons at Jawilan Elementary School in Serang becomes the mainly source of the research background in this article. The implementation of art education in this school has not gained enough attention from teachers. It can be seen from the distribution of the allocated time of learning and the involvement of classroom teachers who do not have sufficient background in art education (music). The appearing impact shows that the average of students do not have any independence in creativity and have less-active participation in the activities of musical arts either in school or outside the school. However, solving the problem is necessary to do by using a Lesson Study as a pattern (approaches, strategies, and methods of learning) to teach music that can be used as an alternative point of view in developing methods and organizing the appropriate ones, including the paradigm of teaching music at school essentially. The results obtained from the activity may provide the alternative method as a basis for the development of learning music at school.

Implementing The K–4 Mathematics Standards in Kentucky

1993 ◽  
Vol 41 (3) ◽  
pp. 166-169
Author(s):  
William S. Bush
Keyword(s):  
Mathematics Education ◽  
Education Reform ◽  
School Administrators ◽  
Department Of Education ◽  
University Faculty ◽  
Classroom Teachers ◽  
Evaluation Standards ◽  
Mathematics Standards ◽  
The Past ◽  
Education Of Students

The state motto of Kentucky is “United We Stand—Divided We Fall.” Never has this creed been so evident than through the recent statewide mathematics education reform efforts in grades K–4. Over the past two years, university faculty, classroom teachers, school administrators, public policymakers, the Kentucky Department of Education, and corporations have developed partnerships to initiate systemic changes in the mathematics education of students in grades K–4. These groups banded together to enact for Kentucky the vision set forth by the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989).

scholarly journals The importance of protecting unique Romanian landscape values, illustrated by examples of problem solving in other countries

2016 ◽  
Vol 8 (1) ◽  
pp. 89-95
Author(s):  
Anna Imola Henning
Keyword(s):  
Problem Solving ◽  
Point Of View ◽  
Intensive Agriculture ◽  
European Level ◽  
Economic Interests ◽  
Environmental Disasters ◽  
The Past ◽  
Landscape Values ◽  
Raising Awareness ◽  
Landscape Protection

Abstract Nature and landscape protection has gained importance over the past 50 years from the economic, cultural, health, and recreational point of view. The process is closely linked to our civilizational endeavours (such as economic interests, pollution, urbanization, super-intensive agriculture, etc.) that threaten our natural values as well as to the ever more frequent environmental disasters resulting from the above. The continued destruction of our natural and landscape values is not reversible. The aim of this article is to determine the important and urgent professional tasks regarding exploring, documenting, safeguarding, and raising awareness of values. My work wishes to draw attention to the landscape values and deficiencies of Transylvania, working with examples from other countries; by using Romanian examples, I also wish to support my assumption according to which if we want to preserve unique landscapes on the European level we need to act quickly.

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