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.

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.

scholarly journals Pendampingan Pembuatan dan Penggunaan Alat Peraga Dakota Pada Pembelajaran FPB dan KPK

2018 ◽  
Vol 8 (1) ◽  
pp. 66
Author(s):  
Ana Istiani ◽  
Yunni Arnidha
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Elementary Mathematics ◽  
School Mathematics ◽  
Learning Material ◽  
School Teachers ◽  
Learning Materials ◽  
Elementary School Mathematics

The application of character learning to elementary mathematics requires certain techniques. In the mathematics of elementary school teachers should use abstract media. Problems that arise in elementary school mathematics teacher in Kecamatan Negeri Katon is lack of knowledge in using props, in this case on FPB material and KPK. In addition, teachers are still confused in choosing the props that should be used on every learning material. To overcome this is used DAKOTA props that can facilitate students' understanding in learning FPB and KPK materials. The method used in this devotion is the making of DAKOTA props using rigid boards. From the results of this devotion activity obtained the spirit of mathematics teachers and the emergence of ideas to make props on other learning materials.

Preparation in mathematics for elementary school teachers

1967 ◽  
Vol 14 (3) ◽  
pp. 198-199
Keyword(s):  
Elementary School ◽  
Teacher Training ◽  
Elementary School Teachers ◽  
Prospective Teachers ◽  
College Mathematics ◽  
School Teachers ◽  
Undergraduate Program ◽  
Mathematical Association ◽  
Areas Of Concern

One of the major areas of concern of the Committee on the Undergraduate Program in Mathematics (CUPM) of the Mathematical Association of America is the college mathematics training of prospective teachers. In order to meet the task of preparing recommendations for improving the undergraduate program in this area, CUPM established its Panel on Teacher Training.

School-College Relationships

1968 ◽  
Vol 15 (5) ◽  
pp. 447-449
Author(s):  
David M. Clarkson
Keyword(s):  
Elementary School Teachers ◽  
Elementary Mathematics ◽  
Mathematical Community ◽  
School Mathematics ◽  
Focused Attention ◽  
Schools Of Education ◽  
School Teachers ◽  
Teachers Colleges ◽  
Course Content ◽  
The Past

During the past decade the mathematical community has been prolific in offering advice to teachers colleges and schools of education concerning the preservice and in-service education of elementary mathematics teachers. Their recommendations, most notably those of the CUPM (Prepararion in Mathematics for Elementary School Teachers [rev. ed.; MAA, 1966]) and the Cambridge Conference on School Mathematics (Goals for School Mathematics [Houghton Mifflin, 1967]), have focused attention on the course content in mathematics currently offered new and senior teachers. It is, perhaps, unfortunate that these committees of mathematicians have not looked more deeply into the rather complex business of teaching mathematical ideas to young children, particularly since the effect of their recommendations so far has been less than overwhelmingly satisfactory.

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.

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