Yohaku: A new type of number puzzle for students

2018 ◽  
Vol 24 (5) ◽  
pp. 286-290
Author(s):  
Mike Jacobs
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Teachers ◽  
Number Sense ◽  
School Teachers ◽  
New Type

This article explores number sense problem solving using Yohaku puzzles. Each month, elementary school teachers are presented with a problem along with suggested instructional notes; asked to use the problem in their own classrooms; and encouraged to report solutions, strategies, reflections, and misconceptions to the journal audience.

scholarly journals Effects Of A Problem-Solving-Based Mathematics Course On Number Sense Of Preservice Teachers

2004 ◽  
Vol 1 (2) ◽  
Author(s):  
Yea-Ling Tsao
Keyword(s):  
Preservice Teachers ◽  
Elementary School ◽  
Problem Solving ◽  
Elementary School Teachers ◽  
Number Sense ◽  
Control Group ◽  
School Teachers ◽  
Entry Level ◽  
Mathematical Exploration ◽  
Mathematics Course

The purpose of this study was to investigate what level of number sense was possessed by preservice elementary school teachers. The sample was composed of students in six intact entry?level mathematics sections of a course populated by preservice elementary school teachers. One hundred fifty-five participants from these six classes completed data collection tasks during the Spring 2002 semester for the study. These courses are all problem-solving-based. A problem-solving-based mathematics course was designed to utilize manipulatives, problem solving approaches, and the cooperative learning environment. Students actively participate in problem-solving mathematical exploration. Research designs using a control group could not be used for this study, as the problem?solving?based classroom is the required method by the institution to teaching this mathematics class. The six combined classes form “one-group” with pretest/posttest corresponding to the pre-post-surveys. T?tests were used to compare the paired changes in number sense across time.The participating elementary school preservice teachers’ number sense changed between the beginning and the completion of the undergraduate mathematics content course. This change was significant at a = 0.01 for issues.

A Problem Solving Approach to Mathematics for Elementary School Teachers.

1982 ◽  
Vol 89 (1) ◽  
pp. 67
Author(s):  
Donald R. Kerr ◽  
Rick Billstein ◽  
Shlomo Libeskind ◽  
Johnny W. Lott
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Teachers ◽  
School Teachers

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.

What's Going On

1980 ◽  
Vol 27 (7) ◽  
pp. 33
Keyword(s):  
New York ◽  
Elementary School ◽  
Elementary Schools ◽  
Problem Solving ◽  
Elementary School Teachers ◽  
Long Island ◽  
Information Contact ◽  
School Teachers ◽  
School Year

Students in training for 1986 olympiad? Students from 105 elementary schools in Nassau and Suffolk counties in New York are competing in the Long Island Mathematical Olympiads for elementary schools. Five competitions are scheduled for the 1979- 80 school year. Participating students receive special Olympiad certificates and the five schools with the highest team scores receive trophies. In preparat ion for becoming trainers and sponsors of Olympiad teams, 94 elementary school teachers participated in an 8-session inservice course entitled “The Art of Problem Solving.” The course will be repeated in 1980 and 1981. A copy of contest materials is available at $2. Make checks payable to Treasurer NCAMS. For more information contact George Lenchner, NCAMS Committee on Math Olympiads, Valley Stream Schools, One Kent Road, Valley Stream, NY 11580.

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.

scholarly journals EFFECT OF CREATIVE INDEPENDENCE PROBLEM SOLVING (CIPS)-BASED TRAINING MODULE ON PROFESSIONALISM OF RURAL INDONESIAN ELEMENTARY SCHOOL TEACHERS

2021 ◽  
Vol 13 (1) ◽  
pp. 37-54
Author(s):  
Erni Munastiwi ◽  
Jailani Md Yunos ◽  
Maizam Alias ◽  
Aini Nazura Paimin
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary Teachers ◽  
Elementary School Teachers ◽  
Control Group ◽  
Training Module ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Self Actualization ◽  
Quasi Experimental

Training is needed to ensure that teachers acquire the knowledge necessary to teach problem-solving skills. Furthermore, a specifically designed training material such as a module is especially needed when teachers work in remote areas with fewer resources. Meanwhile, six educational problem-solving skills development needs among teachers in rural Indonesian elementary schools were identified: teacher mentoring, self-actualization, competency, creativity, problem-solving, and independence. A training module was designed based on the needs which were assessed using the CIPS model. The study aimed to investigate the effects of the CIPS-based Training Module on the professionalism of elementary school teachers. In addition, the training module consists of five (5) stages, which include pre-entering, plan, setting, action, and evaluation. The quasi-experimental research was conducted on 63 elementary teachers from Nunukan and Sebatik Island, North Kalimantan, Indonesia, assigned randomly to either an experiment or a control group. Before the training, a pre-test was conducted, followed by training using the module for the experiment groups, and no training for the control group. Furthermore, a post-test was conducted in both groups to identify the effectiveness of the training module. The independent sample t-test showed that the experimental group obtained a higher mean score than the control group. In conclusion, the CIPS-based Training Module effectively develops professionalism in teaching problem-solving skills among the experimental group's elementary teachers. Meanwhile, the study implies that rural elementary teachers need to be prepared to teach problem-solving skills.

A Diary of Two Problem Solvers

1991 ◽  
Vol 84 (9) ◽  
pp. 748-753
Author(s):  
Thomas O'Shea
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Teachers ◽  
Large Class ◽  
Methods Course ◽  
Mathematics Methods ◽  
School Teachers ◽  
Mathematics Educators ◽  
Mathematics Methods Course ◽  
Problem Solvers

Recently, I taught a mathematics methods course for thirty-six preservice elementary school teachers. Taking heed of calls from mathematics educators to ensure that teachers have some understanding of the process of problem solving (e.g., Thompson [1985, 292]), I gave a lot of thought to what to do with such a large class. I wanted to go beyond just presenting the ideas of P6lya and others. I wanted the students to become actively involved and to feel what it means to solve problems.

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