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.

Preparing Elementary Mathematics-Science Teaching Specialists

1992 ◽  
Vol 40 (4) ◽  
pp. 228-231
Author(s):  
L. Diane Miller
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Science Teaching ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Elementary Mathematics ◽  
School Mathematics ◽  
School Teachers ◽  
Evaluation Standards ◽  
Mathematical Sciences

The Curriculum and Evaluation Standards for School Mathematics “expresses the consensus of professionals in the mathematical sciences for the direction of school mathematics in the next decade” (NCTM 1989, vi). It represents a response to the call for reform in the teaching and learning of mathematics. As one familiar with the preparation of elementary school teachers examines the Curriculum and Evaluation Standards, a sense of doom pervades the otherwise enthusiastic attitude toward the reform represented by the document. Many practicing and prospective teachers are not adequately prepared to meet the challenge of implementing the curriculum standards.

scholarly journals Pelatihan dan Pengembangan Perangkat Pembelajaran Berdasarkan Permendikbud Nomor 22 Tahun 2016 pada Guru-Guru di Gugus V Kediri, Kecamatan Kediri Kabupaten

2018 ◽  
Vol 2 (1) ◽  
pp. 22
Author(s):  
Dewa Nyoman Sudana
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Lesson Plans ◽  
Assessment Methods ◽  
School Teachers ◽  
Materials Development ◽  
Community Work ◽  
Good Ability ◽  
Task Assessment ◽  
And Task

This activity was  a community work in education.  The purpose of this activity was to improve elementary school teachers’ ability in SD Gugus V of Kediri district of Tabanan regency in developing teaching materials based on the Regulation of the Minister of Education and Culture No. 22 of Year  2010. This community work  was done in seven months starting from 2nd April, 2017 by giving knowledge about materials development in the form of  training and tutoring using lecturing, question and answer, discussion and assignment methods. To know the teachers’ ability in writing lesson plans, observation and  task assessment methods were used. The results of obserrvation showed that all of the  25 participating teachers were enthusiastic  from the beginning to the end of the activity. While from the assessment of the tasks in the form of materials development it was shown that 96% or 24 teachers  understood and were able to write lesson plans well and 4% or 1 person had a good ability. From the results obtained it can be stated that the implementation of P2M in Gugus V, Kediri district, Tabanan regency was done  smoothly and successful.

ONE POINT OF VIEW: We Must Have “Designated Math Leaders” in the Elementary School!

1991 ◽  
Vol 39 (1) ◽  
pp. 7-9
Author(s):  
James V. Bruni
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Learning ◽  
Point Of View ◽  
School Mathematics ◽  
School Level ◽  
Leadership Roles ◽  
Evaluation Standards ◽  
Agents Of Change

NCTM's development of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and the recent companion document, Professional Standards for Teaching Mathematics (NCTM 1991), is an extraordinary achievement. At a time when many agree that we urgently need change in mathematics education, these sets of standards project an exciting vision of what mathematics learning can be and how all students can develop “mathematical power.” They establish a broad framework to guide reform efforts and challenge everyone interested in the quality of school mathematics programs to work collaboratively to use them as a basis for change. How will we meet this challenge? The Editorial Panel believes that translating that vision into reality at the elementary school level will be possible only if elementary school teachers are involved in taking leadership roles as agents of change.

scholarly journals Inclusive Education Reform In Mentawai Islands Cooperation for Teachers

2019 ◽  
Vol 20 (1) ◽  
pp. 54
Author(s):  
Irdamurni Irdamurni ◽  
Mega Iswari ◽  
Asep A Sopandi ◽  
Johandri Taufan ◽  
Yarmis Hasan
Keyword(s):  
Elementary School ◽  
Education Reform ◽  
Elementary School Teachers ◽  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Lesson Plans ◽  
Children With Special Needs ◽  
School Teachers ◽  
Mentawai Islands

Reforms on inclusive education began to be carried out in Tua Pejat area, North Sipora District, Mentawai Islands by conducting training on the implementation of inclusive education by Padang State University lecturers in the context of carrying out community service for special education lecturers, followed by elementary school teachers from six elementary schools and special school teachers from two special schools in the North Sipora sub-district of the Mentawai islands. The training was conducted with a question and answer lecture method, accompanied by a demonstration simulation method and assignments on developing a learning plan (RPP) in an inclusive class, namely modified lesson plans and modified lesson plans adapted to the characteristics and learning needs of children with special needs in the classroom. The results of the training show that collaboration between elementary and high school teachers is established, both by collaborating and cooperating in serving children with special needs in primary schools, where ing to assist elementary school teachers in matters related to the identification and assessment of children with special needs in inclusive schools, as well as working together in developing lesson plans and PPI for children with special needs in inclusive classes, and learning strategies in inclusive settings.

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.

Pembelajaran Matematika Melalui Metode Bermain

2019 ◽  
Vol 3 (2) ◽  
pp. 134
Author(s):  
Nur Erawaty ◽  
Syamsuddin Thoha ◽  
Hasmawati B. ◽  
Kasbawati Kasbawati ◽  
Naimah Aris ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Elementary School Students ◽  
School Mathematics ◽  
Learning Method ◽  
School Teachers ◽  
School Students ◽  
Elementary School Mathematics ◽  
Learning Mathematics ◽  
The City

The achievement of Mathematics contestants from the City of Makassar is very concerning. In March 2018 elementary school mathematics competition was held. Of the 186 participants from Makassar, there were only 56 students who got scores above zero. Only about 30%. Other students get zero or less than zero (negative). There was a decrease in interest and achievement in Mathematics in elementary school students in Makassar. The solution offered was training for Mathematics Elementary School teachers by emphasizing learning method with playing. This is intended so that children have enjoyed Mathematics from the beginning so that in the future the interest in learning Mathematics will be even greater.

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

Focal point: The training of elementary school mathematics teachers

1963 ◽  
Vol 10 (1) ◽  
pp. 42-43
Author(s):  
J. Fred Weaver
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
Focal Point ◽  
School Mathematics ◽  
School Teachers ◽  
Elementary School Mathematics ◽  
School Mathematics Curriculum ◽  
Exploratory Programs

Appropriate training for elementary school teachers who provide instruction in mathematics has been a concern of long standing. This concern has been in creased in recent years as various exploratory programs have begun to exert an influence on the content of the elementary school mathematics curriculum.

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