Search

Describes an investigation on students' mathematical knowledge and skills from initial assessment and qualifications. Implications for devising effective learning and teaching strategies; Use of probable preparedness values to predict strengths and weaknesses of students; Correlation of the mean performance with the initial qualification grade.

Discusses some of the interactions and insights in mathematics, mathematical achievements of the 20th century, and the challenges and opportunities that await in the 21st century. Overview of the world of mathematics; Trends in mathematics in the 20th century; Research challenges for the 21st century; Programs on how to maintain the strength of mathematics in the 21st century.

Abstract: This article presents a qualitative study of the ways in which 25 Hungarian children aged 5-9 who were blind dealt with different types of elementary mathematical problems. The study found that the children dealt with numbers in five ways and experienced numbers in four ways. Furthermore, although the children went through the same stages of development as do sighted children, their ways of dealing with numbers had some specific characteristics. [ABSTRACT FROM AUTHOR]

Identifies student behaviors that best predicted mathematics learning in peer-directed small groups among students who needed help. Receiving explanations instead of only the right answer and subsequently carrying out constructive activity as predictors of achievement; Level of constructive activity as the strongest predictor of achievement.

Studies the numerical development of 28 five-year-olds and 13 six-year-olds using adapted models from Fuson, Steffe, and Cobb. Method of solving problematic arithmetical situations; Number word sequence development model; Recognition of numbers and spatial patterns; Wide range of numerical knowledge; Reform in early childhood mathematics curricula.

Focuses on the benefits of school instructions. Discussion on the number of readiness in terms of the Piagetian theory; Evaluation on the educational practices on the knowledge of preschool about numbers; Summary on the displacement and substraction of the reaction of children.

Tabulates the frequency with which simple addition and multiplication facts occur in elementary school arithmetic texts for grades 1-6. Strong small-fact bias in multicolumn problems; Mastery of simple arithmetic; Problem size or problem difficulty effect; Theoretical and implications.

Presents assumptions and realities relating to children's readiness for learning. Causes for failure in the first grade; Ways to improve children's chances for school success; Kinds of experiences and training which prepare children for reading; Focus on arithmetic and handwriting readiness; Factors of readiness; Need to determine the educational performance of children through testing.

The article studies the effect of three modes of teaching on metric knowledge and attitude of teachers in the U.S. The purpose of the investigation is to compare the effectiveness of the three instructional modes for teaching metric knowledge and raising the level of positive metric attitudes of preservice elementary teachers which include both high and low mathematics achievers. The modes selected include expository, defined as the traditional use of lecture, films, and printed matter. Modular, on the other hand, is assisting students to complete self-instructional units of learning materials. Gaming methods of instruction are characterized by assigning students to play board game.

Background. Several studies concerned with task-specific strategies in addition have suggested that, when compared with the performance of mathematically normal peers (MN pupils), the performance of mathematically disabled pupils (MD pupils) is characterised by frequent use of inefficient problem-solving strategies. These studies, however, have focused more or less exclusively on single age-groups and on the youngest age-groups in particular. What characterises strategy use, as this develops year by year during the primary school stage, has not been adequately studied. Aims. The major purpose of the present study was to investigate the character and extent of differences between the MD pupils and the MN pupils as reflected in the use of task-specific strategies for solving elementary addition problems as the pupils move up through primary school, i.e., from grade 1 to grade 7. Particular concern was with the variability within the groups of MD pupils, especially in light of the general literature showing substantial heterogeneity in the performance characteristics of the mathematically less able children. Sample. The sample included 32 MD pupils in grade 1, 33 MD pupils in grade 3, 36 MD pupils in grade 5 and a corresponding number of MN pupils in each of the grades. Methods. The pupils were asked to solve 28 single-digit addition problems on two different occasions separated by an interval of two years. The task-specific strategies used by the pupils were recorded on a ‘trial-by-trial basis’ and were classified as defined single variants of backup strategies and retrieval strategies, respectively. Results. The pattern of development as it emerged in a longitudinal perspective in the present study showed the mathematically disabled pupils as being characterised by: (a) use of backup strategies only, (b) use of the most primary backup strategies, (c) small degree of variation in the use of strategy variants and, (d) limited degree of change in the use of strategies from year to year throughout the primary school. Conclusions. Compared with the mathematically normal pupils, the mathematically disabled exhibited a divergent pattern of development, with unexpectedly little variability within the group itself. [ABSTRACT FROM AUTHOR]

Are you a mathematics leader in your school? In this article Matt Sexton and Ann Downton explore the beliefs of a group of School Mathematics Leaders. They also provide some useful questions for leaders of mathematics to reflect upon. [ABSTRACT FROM AUTHOR]

In line with the thesis that the ultimate goal of an arithmetic program with the mentally handicapped is to facilitate problem solving, the investigators field tested an 18 week demonstration program. The groups taught by trained teachers showed significant gains in the 2 problem solving areas. Gains among retarded and average controls were not as consistent. [ABSTRACT FROM AUTHOR]

The article describes several educational games for teaching elementary arithmetic. The blackboard lotto game involves recognition and matching and can be played by three or more children. The circle game involves recognition, writing, and addition. In the said game, the children must stand behind a line drawn on the floor and take turns trying to throw bean bags into the circle. The bean bag game involves score keeping and adding. The lollipop game involves addition, subtraction, or multiplication combinations. In the said game, lollipops are cut out of red construction paper and pasted to cardboard handles.

The article reports details a class wherein slow and lazy school children were motivated in dealing with arithmetic work in the U.S. Arithmetic work was at the degree where the four fundamental operations in common fractions, decimal fractions, and denominate numbers should be determined. These children were practiced in running a grocery store to motivate them to work arithmetic. Various business enterprises including the National Biscuit Co., Sunshine Biscuit Co., and Heinz Pickle Co. had provided samples of goods, empty cartons, and other useful things for this activity. Furthermore, the children showed improvement from the activity.

The article discusses the trends in the emphasis on several topics regarding the arithmetic curriculum in the U.S. Arithmetic was considered by psychologists, philosophers, and educators as having general educational or disciplinary value. Around 1880, a rising number of public criticisms regarding the great amount of time devoted to the study of arithmetic started to appear. Critics recommended that the obsolete and impractical part of the subject be removed.

The article focuses on the intensive and extensive study of the results and relative merits of three methods of training sixth and seventh grade school children to solve arithmetic problems. The teachers were given very explicit directions as to how to divide pupils into two equal parallel groups. The complete tables showing all the scores of all the children in both groups were submitted to the committee by the teachers before the experiment was started.

The article presents the report of a study that compares arithmetic achievements of pupils in the upper grades of schools in Iowa and the Netherlands. Two tests were made for this purpose which included the problem solving ability test and the second test to calculate the level of understanding of concepts and processes of arithmetic. The results showed better performance by the pupils in Grades 5 and 6 of Dutch schools than those in Iowa. It should also be taken into account that the Netherlands schools devote about twice as much time to formal arithmetic education in first six grades as compared to the schools in Iowa.

The article provides a brief report about the studies on the comparison of the performances of first-grade and mentally retarded students on the Peabody Mathematics Readiness Test. Both subjects were compared on each of the drawing test and the five subscales, such as number, containment, size, shape and configuration. The study revealed that the mean scores of the retarded students were significantly lower than those of nonretarded students on the drawing test. On the other hand, mean scores of both groups showed no significant differences on the other five subscales.

The article focuses on the study on specific type and general type of problems in arithmetic among students. Teachers believe that students can develop efficient thinking in arithmetical principles if they practice solving problems of general nature. Results include that a student may not necessarily develop general concept applicable in all problems if he can solve a specific job, students understand the problems in numerical quantities more than those involving general principles and others.

The article offers insights on teaching arithmetic to primary grade students. One of the weaknesses that hinder the effective teaching of arithmetic is the students' lack of drill on fundamental mathematical operations. The apprehension of numbers may be taught by actual counting but small figures should be immediately visualized and recognized. It recommends that every student must learn how to estimate distances in yards and measure smaller distances with their hands and arms.

In the article, the author discusses the importance of teaching early mathematics skills to children up to five years old. She claims that based on a longitudinal study, mathematical knowledge is among the best predictors of a child's future academic success. She presents several authentic ways to practice math skills, including counting and sorting, singing and reading, and number search.

The article presents the author's views on considering diagrams as a semiotic mode of representation and communication. He states that mathematics is a multimodal discourse which ha different modes of representation and communication. Focusing on geometry, he analyzes the kinds of meanings afforded by diagrams in mathematical discourse. He comments that he considers diagrams as a semiotic mode of representation and communication that leads to construct mathematical meaning. He argues that the author of the diagram creates an imaginary social relation with the viewer.

The article focuses on the research project Comparing Research into Mental Calculation Strategies in Mathematics Education and Psychology in Great Britain. To identify specific areas where research in cognitive and developmental psychology could potentially inform mathematics education research into mental calculation strategies was one of the goals of the study. A rich source of discussion in each of the three areas identified in this study is provided by the research into strategic thinking and mental strategy use in developmental and cognitive psychology.

The article reports on the increased regulation of initial teacher education (ITE) in Great Britain and concerns about the effectiveness of mathematics education in the primary level which have led to an extensive literature. Furthermore, theory drawn from a broadly post-structuralist stance has been used to analyze knowledge in teaching mathematics. In developing this study, the intention is to examine how institutional factors like school, university and government interplay in a new teaching practice and how such things are negotiated.