Arithmetic in the Total School Program

1957 ◽  
Vol 4 (6) ◽  
pp. 235-239
Author(s):  
James Curtin
Keyword(s):  
Elementary School ◽  
Social Studies ◽  
School Curriculum ◽  
School Program ◽  
Arithmetical Knowledge ◽  
Arithmetic Instruction

Effective arithmetic instruction is not confined solely to arithmetic periods. The demands placed upon the arithmetical knowledge of the children are inherent in all subjects in the elementary school curriculum. In some areas of study these demands are enormous while in others they are less significant. However, if we can generalize at all, we can say that knowledge of arithmetic or a knowledge of quantity is necessary in every subject that is taught in the elementary school. Indeed, we might go further to say that the understandings derived from studying the sciences, social studies, even spelling, music and art are dependent in some measure upon the quantity involved.

Deductive reasoning in the primary-arithmetic program

1962 ◽  
Vol 9 (1) ◽  
pp. 20-21
Author(s):  
James M. Foster
Keyword(s):  
Elementary School ◽  
Deductive Reasoning ◽  
School Program ◽  
Arithmetic Instruction

One of the avowed aims of the elementary- school program is to teach children how to think. The ability to take a set of conditions and deduce logical conclusions is an essential skill in our modem society. Arithmetic instruction as an integral part of our total elementary program should make a contribution to the development of deductive reasoning.

scholarly journals Social and Economic Education in the Japanese Elementary School National Curriculum

1996 ◽  
Vol 1 (1) ◽  
pp. 31-44
Author(s):  
Eiji Yamane
Keyword(s):  
Elementary School ◽  
Social Studies ◽  
National Curriculum ◽  
School Curriculum ◽  
Economic Education ◽  
Economic Activities ◽  
Social Studies Textbooks ◽  
Economic Reasoning ◽  
Economic Globalisation ◽  
Course Of Study

If we define ‘economic education’ as being identical to ‘teaching economies’, then economic education cannot be said to be included in the elementary school curriculum in Japan. However, pupils do learn about economic activities, industries, and economic institutions in social studies. In this article, the meaning of economic education is interpreted in the broad sense, in which pupils think about and understand economic reasoning and consider how people behave in an economic manner. In this sense, economic education is very much practised in Japan's elementary school social studies. The nature of this economic education can be understood from an examination of the national Course of Study. The present Course of Study was announced in 1989 and was put into effect in 1992 for elementary schools. This paper describes both the objectives and the content for each grade in the Course of Study, and illustrates these with examples of economic concepts in the present social studies textbooks and teaching material. It also outlines the new perspectives for economic education that arises through the study of economic globalisation and the conservation of the global environment, and suggests that these will require new forms of economic and social understanding.

In the classroom: Arithmetic in science and social studies

1961 ◽  
Vol 8 (4) ◽  
pp. 189-191
Author(s):  
Edwina Deans
Keyword(s):  
Elementary School ◽  
Social Studies ◽  
School Mathematics ◽  
Study Group ◽  
Mathematical Content ◽  
Elementary School Mathematics ◽  
Understanding Of Science ◽  
Arithmetic Instruction ◽  
Working Out ◽  
Ultimate Purpose

Dr. W. A. Brownell, speaking at the Conference on Elementary School Mathematics sponsored by the School Mathematics Study Group held in Chicago, 1959, suggested that “We can go too far if concern for the mathematics of arithmetic leads us to disregard other considerations in working out the program. Whatever the mathematical content selected and whatever the sequence of learning experiences decided upon, we must be sure that we do not exceed the ability of children to learn with understanding and with profit to themselves; nor can we afford to forget that the ultimate purpose of arithmetic in the schools is not solely the preparation of mathematicians (though more and better mathematicians should be produced), but more efficient, more intelligent, and richer and happier lives for all who are subjected to arithmetic instruction.” Arithmetic can make a contribution toward achieving this ultimate purpose by increasing the children's understanding of science and social studies. The development of many important concepts in these two fundamental areas of the elementary school is dependent upon understandings gained in arithmetic.

scholarly journals Study on the First Appearance of Social Studies in the Elementary School Program in Turkey

2018 ◽  
Vol 11 (11) ◽  
pp. 95
Author(s):  
Ramazan Alabaş
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Social Studies ◽  
Primary Source ◽  
Interdisciplinary Approach ◽  
Document Analysis ◽  
School Program ◽  
The Social ◽  
First Time ◽  
Social Studies Teaching

This article describes the nature of the Social Studies program taught in the form of a class in Turkey. We use the 1968 elementary school program, where social studies were mentioned for the first time in an official program. For this purpose, we formally explained the interpretation of the concept of social studies for the first time in elementary school programs by using a document analysis showing what social studies are, where they stand in the program, what they consist of, and what the pedagogical understanding regarding Social Studies teaching and education processes is. The study used document analysis, a qualitative research method, to analyze data collected from the 1968 elementary school program, which is a primary source. Moreover, we created categories in line with the questions posed in this project and interpreted the data accordingly. Results reveal that Social Studies teaching began as a separate class at elementary schools in 1968 and the nature of social studies is clouded with the pedagogical concern that 9–10-year-old individuals could comprehend teaching topics only with an interdisciplinary approach. When Social Studies classes first appeared in elementary schools in Turkey, individuals’ needs and involvement with the environment was emphasized, focusing on subject and citizenship. Remarkably, the methods, techniques, and resources to be used in teaching the classes were diverse. It is observed that the Social Studies class embodied the goals of becoming patriotic, economically productive, and socially harmonic individuals.

The English Camps as Method of Promoting Fun English at Elementary School Level in Indonesia

2020 ◽  
Vol 4 (2) ◽  
pp. 174
Author(s):  
Meida Rachmawati ◽  
Suzana Widjajanti ◽  
Ahmad Ahmad ◽  
Aslan Aslan
Keyword(s):  
Elementary School ◽  
Language Learning ◽  
Curriculum Design ◽  
Scientific Evidence ◽  
School Curriculum ◽  
School Level ◽  
English Learning ◽  
Learning Method ◽  
School Students ◽  
Scientific Publications

This article aimed to promote English in elementary school students through a fun learning method, called the Fun English Camp. Several studies had been conducted to encounter the best solution to handle this issue. The researchers used PRISMA Protocol as an instrument to collect the data that has been widely used in the process of selecting relevant articles. The researchers reviewed twenty five scientific publications, related to Fun English Camp that has become an English learning approach for beginner students. Through a review of twenty five scientific publications, for instance book and journal, the researchers got scientific evidence that introduction of a learning method with the term Fun English camp has an impact on promoting language learning for elementary school children in Indonesia. Thus, the fun English camp method can be an interesting method to be applied by elementary school curriculum design in Indonesia. Keywords: English Camps, Learning Method, Fun English Learning

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