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.

The Influence of Direct Training in Problem Solving on Consultee Problem Clarification Skills and Attributions

1996 ◽  
Vol 17 (6) ◽  
pp. 370-376 ◽  
Author(s):  
Joseph E. Zins ◽  
Charlene R. Ponti
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Teachers ◽  
Training Program ◽  
Ecological Perspective ◽  
Control Group ◽  
Related Activity ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Direct Training

This study examines the direct training of teachers in problem-solving skills and its effects on their performance in a consultation-related activity. Thirteen elementary-school teachers participated in a training program that focused on development of problem identification skills and utilization of an ecological perspective to view problems. Six additional teachers served as a control group. The results suggest that the training enhanced teachers' skills in describing problems and reduced the number of inferences they made for the causes of student-related problems. Methodological strengths and limitations of the study are discussed.

A Summer Professional Growth Experience

1985 ◽  
Vol 32 (9) ◽  
pp. 16-17
Author(s):  
Loye Y. (Mickey) Hollis
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Elementary School Students ◽  
Professional Growth ◽  
Teaching Mathematics ◽  
School Teachers ◽  
School Students ◽  
Unique Experience ◽  
The Subject ◽  
Achievement In Mathematics

It was probably not a unique experience, but it sure was fun, and more important, fifteen elementary school teachers improved their skills for teaching mathematics and did away with some anxiety about the subject. While they were about it, these teachers also increased the achievement in mathematics of forty-five elementary school students and showed them that mathematics can be a lot of fun.

Parents: A Ready Resource

1991 ◽  
Vol 38 (6) ◽  
pp. 24-27
Author(s):  
Sue Goldstein ◽  
Frances A. Campbell
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Instruction ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Mathematics Skills

“I never seem to reach every student when I am teaching mathematics.” “There is never enough time for practicing mathematics skills.” These laments by typical elementary school teachers are both real and abundant. Teachers would love to have more time and more help to work with students individually on developing and mastering mathematics skills. Involving parents in working with their children in mathematics is a ready method of obtaining an extra resource for teachers when individualizing mathematics instruction.

Two Factors Contributing to Elementary School Teachers' Predictions of Students' Scores on the Gates-MacGinitie Reading Test, Level D

1993 ◽  
Vol 76 (2) ◽  
pp. 536-538 ◽  
Author(s):  
John G. Freeman
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Reading Test ◽  
Male Teachers ◽  
School Teachers ◽  
Female Teachers ◽  
Two Factors ◽  
Gates Macginitie Reading Test ◽  
Test Level

The prediction by 13 elementary school teachers of 214 students' achievement in Grades 4 to 6 on the Gates-MacGinitie Reading Test, Level D was examined. Although teachers were generally good predictors of students' achievement in reading, predictions were affected by various factors related to students and teachers. Female teachers, but not male teachers, tended to overestimate the number of correct responses by girls and underestimate that by boys. A similar trend was evident for inexperienced teachers. When they overestimated, male teachers and inexperienced teachers tended to overestimate more.

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.

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