The Measurement of Understandings and Judgments in Elementary School Mathematics (Arithmetic)

1947 ◽  
Vol 40 (6) ◽  
pp. 279-284
Author(s):  
Ben A. Sueltz
Keyword(s):  
Elementary School ◽  
School Mathematics ◽  
The Other ◽  
School Program ◽  
Elementary School Mathematics ◽  
Modern School ◽  
Other Hand ◽  
Methods Of Measurement

Why do we test and measure in the elementary school? What useful purpose do we wish to serve? We may wish to secure a score or record indicating a mark of achievement or, on the other hand, we may be primarily interested in measurement in terms of its contribution to learning. It is this second function that I wish to emphasize. However, this is not intended to deny the worth of the former and its role in education. Dr. Thiele has discussed Meaning and Understanding in arithmetic. I want to describe methods of measurement of these important aspects of a modern school program.

Basic Facts Drill—Card Games

1989 ◽  
Vol 36 (8) ◽  
pp. 41-43
Author(s):  
Melvin D. Campbell
Keyword(s):  
Elementary School ◽  
School Mathematics ◽  
The Other ◽  
Elementary School Mathematics ◽  
Card Games ◽  
Ability Levels ◽  
Basic Facts

Two major challenges confront teachers of elementary school mathematics. One is to teach, practice, and reinforce the basic facts of arithmetic. The other is to deal with the different ability levels of students within the same classroom. The following card games have been designed to address both of these difficulties. A number of students from the Ooltewah Adventist School, Ooltewah, Tennessee, in grades 4 through 6 played the games together in spite of differences in age and ability. This preliminary activity indicates that the basic facts can be practiced and reinforced in groups of students of varying ability in an enjoyable way.

Sense and nonsense in a modern school mathematics program

1966 ◽  
Vol 13 (2) ◽  
pp. 83-91
Author(s):  
Howard F. Fehr
Keyword(s):  
Elementary School ◽  
Algebraic Topology ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Modern School ◽  
Mathematics Program ◽  
Point Set ◽  
Structured System ◽  
New Math ◽  
Mathematics And Science

If there is one phrase today that is prominent in the literature and conversation of all persons, professional and lay, and yet very nebulous, ambiguous, and meaningless in the minds of most of these persons, it is “modern math” or “the new math.” Now Modern Mathematics, as exemplified in such topics as Modern Algebra, Linear Algebra, Point-Set Topology, Algebraic Topology, Finite Mathematical Systems, Set Theory, and the like, is an exceedingly abstract, logical, axiomatic, well-structured system of knowledge. There is no nonsense in these branches of mathematics. They are pursued by students majoring in mathematics and science at the upper university and graduate levels of study. They have no place—no place—in elementary school mathematics. To do any of this mathematics in the elementary school would be more than nonsense—it would be insanity.

Using creativity in elementary school mathematics

1976 ◽  
Vol 23 (3) ◽  
pp. 210-215
Author(s):  
Linda R. Jensen
Keyword(s):  
Elementary School ◽  
School Mathematics ◽  
The Other ◽  
Elementary School Mathematics ◽  
The Future

When creativity is mentioned, a person often thinks of art or music and neglects the idea that someone can also be very creative in mathematics, science, or any of the other “academic” subjects. In order to cope with the future, children need experience in formulating their own problems and developing their own solutions rather than memorizing facts from a textbook.

Eliciting Student Thinking in Elementary School Mathematics Classrooms

2007 ◽  
Author(s):  
Megan L. Franke ◽  
Noreen M. Webb ◽  
Angela Chan ◽  
Dan Battey ◽  
Marsha Ing ◽  
...  
Keyword(s):  
Elementary School ◽  
Student Thinking ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Mathematics Classrooms

Analisis Materi Pokok Matematika Kelas III MI/SD

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Shindy Lestari
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Subject Matter ◽  
Financial Literacy ◽  
Digital Literacy ◽  
Industrial Revolution ◽  
School Mathematics ◽  
Field Of Study ◽  
Elementary School Mathematics ◽  
Important Field

Analysis of mathematics subject matter in elementary school is a very important field of study taught at every level of education. The 2013 curriculum separates the field of mathematics studies from themes so that this field of study is a subject that stands alone. Through mathematics subject matter taught in elementary school can train students to think critically, rationally, logically, innovatively so that they have competitiveness. As for the problems discussed from the subject matter in elementary school mathematics which is seen from the suitability of the teacher's book and the student's book, in this case it discusses: 1) the scope of mathematics material grade 3rd elementary school, 2) the characteristics of mathematics subject matter in elementary school, 3) the relevance in elementary school mathematics subject matter to the scientific structure, namely student character, HOTS, 4C skills, literacy numeracy, digital literacy, financial literacy and character education, 4) learning innovation based on integration-interconnection in accordance with the science of development and technology and the needs of the community in the Industrial Revolution Era 4.0.

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