scholarly journals The Teaching of Mathematics in English Public Schools for Boys

1908 ◽  
Vol 4 (71) ◽  
pp. 250
Author(s):  
C. Godfrey
Keyword(s):  
Public Schools ◽  
Teaching Of Mathematics

Pre-Induction Courses in Mathematics

1943 ◽  
Vol 36 (3) ◽  
pp. 114-124
Author(s):  
John W. Studebaker
Keyword(s):  
Public Schools ◽  
Mathematics Teachers ◽  
Armed Forces ◽  
The United States ◽  
National Council ◽  
Columbia University ◽  
University Of Michigan ◽  
Teachers College ◽  
The Public ◽  
Teaching Of Mathematics

The United States Office of Education has received urgent and repeated requests from individuals and organizations throughout the country to give the secondary schools detailed suggestions for the teaching of mathematics for pre-induction purposes. In December 1942, the Office in cooperation with the President of The National Council of Teachers of Mathematics appointed a committee to make a survey of the mathematical needs of the armed forces and upon this basis to make a report concerning what the schools can do for the emergency. The committee consisted of Virgil S. Mallory, Professor of Mathematics, New Jersey State Teachers College at Montclair; William D. Reeve, Professor of Mathematics, Teachers College, Columbia University; Giles M. Ruch, Chief, Research and Statistical Service, U. S. Office of Education; Raleigh Schorling, Professor of Education, University of Michigan; and Rolland It. Smith, Specialist in Mathematics for the Public Schools of Springfield, Massachusetts, and President of the National Council of Teachers of Mathematics. Dr. Smith served as chairman of the Committee.

scholarly journals LA HISTORIA Y DIDÁCTICA DE LAS MATEMÁTICAS: UM ENCUENTRO POSIBLE

PARADIGMA ◽  
2020 ◽  
pp. 133-159
Author(s):  
Edilene Simões Costa dos Santos ◽  
Cristiano Alberto Muniz ◽  
Maria Terezinha Jesus Gaspar
Keyword(s):  
Public Schools ◽  
Mathematics Education ◽  
History Of Mathematics ◽  
Federal District ◽  
Fifth Grade ◽  
History Of ◽  
Distrito Federal ◽  
Teaching Of Mathematics ◽  
Teaching Learning ◽  
Didactics Of Mathematics

Este estudio aborda el valor didáctico de la historia de las matemáticas en la educación matemática, buscando resaltar una posible relación entre la historia y la didáctica de las matemáticas. La investigación analizó la enseñanza-aprendizaje utilizando la historia de las matemáticas en la concepción de producir y sistematizar circunstancias del concepto de área como cantidad autónoma y procedimientos para su medición. La realización de la propuesta de trabajo se realizó a través de la organización, aplicación y análisis de la secuencia didáctica realizada en dos clases de quinto grado, en dos escuelas públicas del Distrito Federal-Brasil. Las conclusiones de esta investigación se centran en el análisis de los procedimientos, dificultades, representaciones, movilización de teoremas y conceptos en acción presentados por los estudiantes que participan en el estudio. A través de los análisis, encontramos el crecimiento gradual del estudiante en la construcción y el significado del concepto del área y su medición, y en la comprensión del conocimiento no está listo y se construye en un proceso que involucra tiempo, conocimiento, contextos y personas. Además, a través del análisis basado en la teoría de los campos conceptuales, fue posible afirmar que los estudiantes demostraron identificar el área como magnitud, en las decisiones de resolución no confundieron superficie con su área ni área con numeroPalabras clave: Área, Historia de las matemáticas, Teoría de los Campos Conceptuales THE HISTORY AND TEACHING OF MATHEMATICS: A POSSIBLE MEETING AbstractThis study approaches the didactic value of the history of mathematics in mathematics education, seeking to highlight a possible relationship between history and didactics of mathematics. The research analyzed teaching-learning using history of mathematics in the conception of circumstances that produce and systematize area concept as autonomous quantity and procedures for its measurement. The realization of the work proposal occurred through organization, application and analysis of a didactic sequence conducted in two fifth grade classes in two public schools in Federal District - Brazil. The conclusions of this investigation focus on the analysis of procedures, difficulties, representations, and mobilization of theorems and concepts in action presented by the students participating in the study. Through the analyzes we found the student’s gradual growth in construction and signification of area concept and its measure and in understanding that knowledge is not ready, but it’s built in a process that involves time, knowledge, contexts and people. It was also possible, through analysis based on the theory of conceptual fields, to state that students demonstrated to identify area as magnitude, and in decisions for resolution they did not confuse surface with its area nor area with number.Keywords: Area, History of Mathematics, Theory of conceptual fields A HISTÓRIA E A DIDÁTICA DA MATEMÁTICA: UM ENCONTRO POSSÍVEL ResumoO presente estudo aborda o valor didático da História da Matemática na educação matemática, analisando o ensino-aprendizagem ao se utilizar a história da matemática na concepção de circunstâncias produtoras e sistematizadoras do conceito de área como grandeza autônoma e procedimentos para sua medida. A efetivação da proposta do trabalho ocorreu por meio da organização, aplicação e análise de sequência didática realizada em duas turmas de quinto ano do Ensino Fundamental, em duas escolas da rede de ensino público do Distrito Federal-Brasil. As conclusões desta investigação centram-se na análise acerca dos procedimentos, dificuldades, representações, mobilização de teoremas e conceitos em ação apresentados pelos alunos participantes do estudo. Por meio dessa análise, constatamos o crescimento gradativo dos alunos na construção e significação do conceito de área e sua medida, além da compreensão de que os conhecimentos não estão prontos, sendo construídos em processo que envolve tempo, conhecimentos, contextos e pessoas.  Assim, tendo por base a teoria dos campos conceituais, foi possível afirmar que os alunos demonstraram identificar área como grandeza nas decisões para resolução, não confundindo superfície com sua área e nem área com número.Palavras-chave: Área, História da matemática, Teoria dos Campos Conceituais, 

scholarly journals A expertise em educação de Carleton Washburne na produção de saberes sobre o ensino de aritmética

2021 ◽  
Vol 7 (2) ◽  
pp. 37
Author(s):  
Nara Vilma Lima Pinheiro
Keyword(s):  
Public Schools ◽  
School Environment ◽  
Pedagogical Knowledge ◽  
Analysis Tool ◽  
Specific Knowledge ◽  
New School ◽  
Production Of Knowledge ◽  
Pedagogical Expertise ◽  
Teaching Of Mathematics ◽  
New Student

O objetivo deste texto é analisar, em perspectiva historiográfica, a constituição de saberes sobre o ensino de matemática a partir da emergência da figura do expert no âmbito escolar. Trata-se, em específico, de analisar as ações pedagógicas de Carleton Washburne, importante pedagogo estadunidense da educação progressista. Para tanto, utilizou-se como ferramenta de análise os conceitos de expertise e expert advindos dos estudos desenvolvidos por Hofstetter et al. (2017). Os resultados da análise indicam que ao ser convocado para transformar as escolas públicas de Winnetka em escolas de excelência, Washburne produziu e sistematizou saberes específicos sobre o ensino de aritmética, resultando na reestruturação dos conteúdos matemáticos, em novas práticas, novos materiais didáticos, nova relação aluno-professor-saber, novos saberes pedagógicos, de modo a garantir que o aluno seguisse seu próprio ritmo de desenvolvimento. A esse tempo, não basta mais ao professorado saber os conteúdos aritméticos e os métodos pelos quais ensiná-los, mas o que, como, por que e quando e isso depende da produção de novos saberes escolares sobre o ensino de aritmética na escola primária.Carleton Washburne's pedagogical expertise in the production of knowledge about the teaching of arithmeticThe objective of this text is to analyze, from a historiographic perspective, the constitution of knowledge about the teaching of mathematics from the emergence of the figure of the expert in the school environment. It is specifically about analyzing the pedagogical actions of Carleton Washburne, an important American pedagogue of progressive education. For this purpose, the concepts of expertise and expert arising from the studies developed by Hofstetter et al 2017 were used as an analysis tool. The results of the analysis indicate that when invited to transform Winnetka's public schools into schools of excellence, Washburne produced and systematized specific knowledge about the teaching of arithmetic, resulting in the restructuring of mathematical contents, in new practices, new teaching materials, new student-teacher-knowledge relationship, new pedagogical knowledge, in order to ensure that the student followed his own pace of development. At this time, it is no longer enough for teachers to know the arithmetic contents and the methods by which to teach them, but what, how, why and when, and this depends on the production of new school knowledge about the teaching of arithmetic in primary school.Keywords: Arithmetic made to mesure; Teaching individualization; Expert in education; Winnetka system; Teacher training.

International Mathematical Education: The development of the teaching of mathematics in France at the first and second degree levels

1965 ◽  
Vol 58 (7) ◽  
pp. 637-641
Author(s):  
Lucienne Felix
Keyword(s):  
Public Schools ◽  
Mathematics Instruction ◽  
Mathematical Program ◽  
Mathematical Education ◽  
International Mathematical ◽  
The World ◽  
Teaching Of Mathematics ◽  
Modern Mathematics ◽  
Second Degree ◽  
Preparatory Mathematics

Bourbaki and “modern mathematics” originated in France. lt is natural, then, for the rest of the world to ask what effect they have had on the French secondary and preparatory mathematics instruction. Mlle Lucienne Felix is one of the most active leaders seeking reform of a traditional but rigorous mathematical program in the French public schools. In this article Mlle Felix gives a forthright account of the situation in France today.

scholarly journals Improving the Teaching of Mathematics through Robotics

Proceedings ◽  
2019 ◽  
Vol 31 (1) ◽  
pp. 5
Author(s):  
Joseph González ◽  
Itza Morales ◽  
Mel Nielsen ◽  
Lilia Muñoz ◽  
Vladimir Villarreal
Keyword(s):  
Public Schools ◽  
Information And Communication Technologies ◽  
Low Cost ◽  
Communication Technologies ◽  
First Grade ◽  
New Knowledge ◽  
Information And Communication ◽  
Teaching Of Mathematics ◽  
And Robotics ◽  
Robotic Tools

In our day to day, technology and robotics are increasingly present. Currently, Information and Communication Technologies (ICT) are undergoing a vertiginous development and this is affecting practically all fields of our society and education is no exception. On the other hand, the incorporation of robotics in the classroom aims to promote learning experiences where students acquire and develop skills to solve specific problems, which allow them to acquire new knowledge and give answers to the changing environment of today’s world. This article presents the progress in the development of a project where robotics is implemented for the teaching of mathematics in preschool and first grade students; three public schools were selected for this purpose, and a series of playful educational activities were developed, using low cost robotic tools.

Oversocialized Mathematics

1946 ◽  
Vol 39 (2) ◽  
pp. 69-70
Author(s):  
Francis Behn Riggs
Keyword(s):  
Public Schools ◽  
Democratic Society ◽  
Point Of View ◽  
Considerable Degree ◽  
Teaching Mathematics ◽  
The Public ◽  
Teaching Of Mathematics ◽  
American Individualism

Teaching of mathematics in the public schools of this country appears to he based, to a considerable degree, on a belated reaction against earlier American individualism. Accordingly one of the aims of teaching mathematics is to develop thoughtful contributing citizens in a democratic society. To carry out this aim both the content and procedure have been socialized for many years—more recently through the inclusion of war-time material. There is much to be said for this point of view. By using everyday illustrations and problems of a democracy in action, interest and a consequent achievement have pervaded the school rooms, which could never have been reached by the old problem of A and B doing”a piece” of inscrutable work while C pays for it, and D is injected merely to produce the desired academic confusion.

New Projects

1982 ◽  
Vol 75 (9) ◽  
pp. 781-782
Keyword(s):  
Public Schools ◽  
Problem Solving ◽  
Staff Development ◽  
Curriculum Development ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Detroit Public Schools ◽  
Teaching Of Mathematics ◽  
Cooperative Project

A cooperative project of the Detroit Public Schools, the Cincinnati Public Schools, and CEMREL, Inc., TOPS gives teachers a wealth of mathematical problem-solving activities to enrich their teaching of mathematics. TOPS has two main thrusts; curriculum development and staff development.

An Approach to Mainstreaming Language-Disabled Children in the Elementary School

1978 ◽  
Vol 9 (1) ◽  
pp. 17-23
Author(s):  
Karen Navratil ◽  
Margie Petrasek
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Oral Language ◽  
School Age Children ◽  
Montgomery County ◽  
Elementary School Age ◽  
Language Classrooms ◽  
Language Pathology ◽  
General Goal ◽  
Resource Program

In 1972 a program was developed in Montgomery County Public Schools, Maryland, to provide daily resource remediation to elementary school-age children with language handicaps. In accord with the Maryland’s guidelines for language and speech disabilities, the general goal of the program was to provide remediation that enabled children with language problems to increase their abilities in the comprehension or production of oral language. Although self-contained language classrooms and itinerant speech-language pathology programs existed, the resource program was designed to fill a gap in the continuum of services provided by the speech and language department.

A Rural County Speech and Language Program

1977 ◽  
Vol 8 (4) ◽  
pp. 250-255 ◽  
Author(s):  
Hildegarde Traywick
Keyword(s):  
Public Schools ◽  
Speech And Language ◽  
Rural County ◽  
Language Program ◽  
The Public ◽  
Madison County

This paper describes the organization and implementation of an effective speech and language program in the public schools of Madison County, Alabama, a rural, sparsely settled area.

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