IDEAS

1992 ◽  
Vol 39 (6) ◽  
pp. 32-39
Author(s):  
Lisa M. Passarello ◽  
Francis (Skip) Fennell
Keyword(s):  
Problem Solving ◽  
Number Sense ◽  
Mathematics Learning ◽  
School Mathematics ◽  
Grade Levels ◽  
Or Groups ◽  
And Mathematics ◽  
Parent Child ◽  
At Home ◽  
A Performance

This month's IDEAS emphasizes connections between science and mathematics by using a performance-, or authentic-, asessment format. The month of February is close to the heart of many students and teachers. The activity sheets and the extensions offer a different approach to the valentine month. Students have the opportunity to explore applications involving their own personal valentine—the heart. The activities involve number sense, problem solving, measurement, and statistics. Additionally, this month's IDEAS involves a variety of important mathematics concepts and ideas in a performance-based setting. The activity sheets are designed to be used in multiple grade levels. The activity sheets can be completed by individual students or groups of students. The at-home-activity sheet is designed to connect school-mathematics learning with the home. Encourage students to complete this activity sheet as a parent-child experiment.

How Huge Is a Hundred?

1999 ◽  
Vol 6 (3) ◽  
pp. 154-159
Author(s):  
Susan Hampton Auriemma
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Learning Environment ◽  
Number Sense ◽  
First Graders ◽  
School Mathematics ◽  
Place Value ◽  
Important Goal ◽  
Evaluation Standards ◽  
And Mathematics

How much is a hundred?” How would your students respond to such a question? This article shares the experiences of my first graders as they participated in activities that develop number sense to answer this question. Teaching number sense to students in grades K–4 is an important goal of the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989). The following activities are based on the Standards in many ways. They require problem solving, reasoning, communicating, and connecting mathematics to everyday situations that interest children. They provide opportunities to develop measurement and place-value concepts and to integrate reading, writing, drawing, and mathematics in ways that contribute to a cooperative learning environment.

Developing Sense About Numbers

1993 ◽  
Vol 40 (5) ◽  
pp. 279-284 ◽  
Author(s):  
Carole Greenes ◽  
Linda Schulman ◽  
Rika Spungin
Keyword(s):  
Problem Solving ◽  
Number Sense ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Grade Levels ◽  
Mathematics Curricula

The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) identifies number sense as one of the major standards of the K–4 curriculum and recommends that mathematics curricula at these grade levels develop students' number-sense skills. For grades 5 to 8, the standards document states that students' abilities to identify numerical relationships are central to their understanding of numeration concepts and to their judgment of the reasonableness of answers in problem-solving situations. But what is number sense? And how can it be developed?

Pengaruh Penerapan Strategi Pemecahan Masalah dalam Pembelajaran Kooperatif Pendekatan Struktural Think Pair Share (TPS) Terhadap Hasil Belajar Matematika Siswa Kelas VIII SMP Negeri 14 Pekanbaru

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Atma Murni ◽  
Rini Dian Anggraini ◽  
Sakur
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Research Design ◽  
Mathematics Learning ◽  
Learning Outcome ◽  
Structural Approach ◽  
Comparison Research ◽  
And Mathematics ◽  
Problem Solving Strategy ◽  
Solving Strategy

Tujuan dari penelitian ini adalah untuk mengetahui pengaruh penerapan Strategi Pemecahan Masalah dalam pembelajaran kooperatif pendekatan struktural Think Pair Share (TPS) terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 14 Pekanbaru. Penelitian ini menggunakan desain penelitian pra eksperimental menggunakan desain penelitian perbandingan kelompok statis. Instrumen pengumpulan data meliputi tes keterampilan mahematika awal dan tes hasil belajar matematika. Data dianalisis menggunakan uji t. Hasil penelitian ini menunjukkan bahwa terdapat pengaruh strategi pemecahan masalah dalam pembelajaran kooperatif pendekatan struktural Think Pair Share (TPS) terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 14 Pekanbaru.   The aim of this study was to know the influence of Problem Solving Strategy implementation in cooperative learning of structural approach Think Pair Share (TPS) to mathematics learning outcome of VIII class students of SMP Negeri 14 Pekanbaru. This study use pre experimental research design using The static group comparison research design. The instruments of  data collection include early mahematics skills test and mathematics learning outcome test. Data were analyzed using t test. The result of this study showed that there is influence of problem solving strategy in cooperative learning of structural approach Think Pair Share (TPS)  to mathematics learning outcome  of  VIII class students of SMP Negeri 14 Pekanbaru

scholarly journals Inconsistency Among Beliefs, Knowledge, and Teaching Practice in Mathematical Problem Solving: A Case Study of a Primary Teacher

2017 ◽  
Vol 7 (2) ◽  
pp. 27-40
Author(s):  
Tatag Yuli Eko Siswono ◽  
Ahmad Wachidul Kohar ◽  
Ika Kurniasari ◽  
Sugi Hartono
Keyword(s):  
Problem Solving ◽  
Teaching Practice ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Primary Teacher ◽  
Mathematical Problem Solving ◽  
Mathematics Problems ◽  
And Mathematics ◽  
Teacher's Beliefs

This is a case study investigating a primary teacher’s beliefs, knowledge, and teaching practice in mathematical problem solving. Data was collected through interview of one primary teacher regarding his beliefs on the nature of mathematics, mathematics teaching, and mathematics learning as well as knowledge about content and pedagogy of problem solving. His teaching practice was also observed which focused on the way he helped his students solve several different mathematics problems in class based on Polya’s problemsolving process: understand the problem, devising a plan, carrying out the plan, and looking back. Findings of this study point out that while the teacher’s beliefs, which are closely related to his problem solving view, are consistent with his knowledge of problem solving, there is a gap between such beliefs and knowledge around his teaching practice. The gap appeared primarily around the directive teaching which corresponds to instrumental view he held in most of Polya’s process during his teaching practice, which is not consistent with beliefs and knowledge he professed during the interview. Some possible causes related to several associate factors such as immediate classroom situation and teaching practice experience are discussed to explain such inconsistency. The results of this study are encouraging, however, further studies still need to be conducted.

IDEAS

1992 ◽  
Vol 40 (4) ◽  
pp. 215-225
Author(s):  
Barbara E. Moses ◽  
Linda Proudfit ◽  
William R. Speer
Keyword(s):  
Problem Solving ◽  
Evaluation Standards ◽  
Classroom Activities ◽  
Grade Levels ◽  
Parents And Children ◽  
The Creation ◽  
And Mathematics

The “IDEAS” section for this month focuses on connections between mathematics and music. including both the interpretation of music and the creation of music and musical tones. Music is very special. As a child listens to music, he or she may feel happy and want to smile or may feel a beat and want to clap or dance or may feel contemplative and want to think or write down some thoughts. The activities offer a variety of classroom happenings that tie together a student's perception of music and some important strands of mathematics. The visions of the Curriculum and Evaluation Standards (NCTM 1989), including mathematics as communication, mathematics as reasoning, and mathematics as problem solving, are an integral part of these activities. Other emphasized standards are those on estimation, measurement. statistics, fractions, and patterns. The reproducible sheets for the “IDEAS” section are designed to be used by multiple grade levels. Included are four classroom activities and an activity sheet that involves parents and children in listening together to the radio.

Applying Number Sense to Problem Solving

1989 ◽  
Vol 36 (6) ◽  
pp. 22-25
Author(s):  
Barbara J. Dougherty ◽  
Terry Crites
Keyword(s):  
Problem Solving ◽  
Classroom Practice ◽  
Number Sense ◽  
School Mathematics ◽  
Mathematics Program ◽  
Problem Solving Process

NCTM's Commission on Standards for School Mathematics (1987) has identified problem solving and number sense as important components of an effective mathematics program. This emphasis is generating attempts to understand the problem-solving process better and to incorporate the results into classroom practice. In keeping with the thrust, this article discusses the interrelationships between problem solving and number sense in light of difficulties experienced by students participating in the problem-solving process.

Implementing the Standards: Uses of Technology in Prealgebra and Beginning Algebra

1990 ◽  
Vol 83 (3) ◽  
pp. 194-198
Author(s):  
M. Kathleen Heid
Keyword(s):  
Problem Solving ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Mathematics Classrooms ◽  
Beginning Algebra ◽  
Grade Levels ◽  
Mathematical Connections

The NCTM's Curriculum and Evaluation Standards for School Mathematics (Stan dards) (1989) designates four standards that apply to all students at all grade levels: mathematics as problem solving, mathematics as communication, mathematics as reasoning, and mathematical connections. These and NCTM's other standards are embedded in a vision of technologically rich school mathematics classrooms in which students and teachers have constant access to appropriate computing devices and in which students use computers and calculators as tools for the investigation and exploration of problems.

scholarly journals PENGARUH PENERAPAN PENDEKATAN KONTESKTUAL TERHADAP KEMAMPUAN PEMECAHAN MASALAH DAN KEYAKINAN (BELIEF) MATEMATIKA SISWA KELAS IX SMP NEGERI 1 BAYANG

2018 ◽  
Vol 2 (2) ◽  
pp. 26-32
Author(s):  
Dina Amsari
Keyword(s):  
Problem Solving ◽  
Junior High School ◽  
Mathematics Learning ◽  
Conventional Approach ◽  
Contextual Approach ◽  
Final Test ◽  
New Information ◽  
The Mean ◽  
And Mathematics ◽  
Better Than

This study was begun at finding description about the mathematics’ teacher did not make relationship between new information to real situation of students and the students’ ability in problem solving was still lower. This problem certainly impacts to mathematics’ belief of students. For making out this problem, a contextual approach in mathematics learning has been being applied. The goals of this research were to know students’ ability in problem solving between contextual and conventional approach and also mathematics’ belief of students after studied using contextual approach. The kind of this research was a quasi experiment. The population was the students of class IX Junior High School 1 Bayang. The research’s instruments are problem solving tests and questionnaire sheets. The result of this research showed the mean of final test in experiment class is higher than control class and also mathematics’ belief of student. Based on the result of the research could be conclude that students’ ability in problem solving and mathematics’ belief with using contextual approach better than conventional approach both high and low prior knowledge’s students.  

One Point Of View: Spatial Sense and Mathematics Learning

1990 ◽  
Vol 37 (6) ◽  
pp. 10-11 ◽  
Author(s):  
Grayson H. Wheatley
Keyword(s):  
United States ◽  
Mathematics Learning ◽  
Spatial Visualization ◽  
Point Of View ◽  
School Mathematics ◽  
Spatial Sense ◽  
And Mathematics ◽  
Analytic Reasoning

Areview of United States school mathematics reveals that rules, procedures, and analytic reasoning dominate the curriculum, whereas little attention is given to spatial visualization. What should be the roles of imagery and spatial visualization in school mathematics? How does spatial visualization relate to the learning of mathematics?

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