Extractions: Math Education Graphing Calculators: Issues Affecting Secondary School Teachers and University Professors Implementing calculators into mathematics curricula at the elementary level will allow students to learn more quickly and efficiently while keeping them engaged in what they are learning. By reducing the emphasis on learning computational algorithms, more time will be available to spend on sharpening problem-solving, mental arithmetic, and estimation skills. The implementation of calculators has changed the nature of the problems that are important in mathematics and has opened the door for new methods of investigating those problems. Since calculators reduce the amount of time required to solve problems and learn certain skills, more applications can be considered, and students who were previously turned off by tedious computations may now be more inspired to explore the richness of math. Calculators can be quite effective aids when it comes to problem solving, reinforcement of computational skills, pattern recognition, and number sense. They can also help teach topics such as percents and fractions, integers, perimeter and area, and exponents. In order to implement calculators as an integral part of kindergarten through sixth grade mathematics classes, appropriate changes will need to be made to the curricula. Less time will need to be spent on tedious paper-and-pencil computations and algebraic manipulations, which means more time will be available for concept development, problem-solving, mental arithmetic, and estimation. New National Council of Teachers of Mathematics (NCTM) Standards-based curricula will also most likely include the earlier introduction of certain new skills and content topics, such as geometry and data analysis and connecting mathematics and science.
351 Syllabus Topics include meaning of fractions and the four operations with fractions PrerequisiteMath 350. You should already know how to do the computations for most of http://www.tamu-commerce.edu/coas/math/FACULTY/RHYNARD/351Syllabus2003.html
Extractions: Topics in Mathematics for Elementary Teachers II 3 semester hours Topics include meaning of fractions and the four operations with fractions, ratio and proportion, percents, statistics, probability, geometry and measurement. Students should already have substantial skills in these areas. Problem solving undergirds all of these topics. The course focuses on underlying concepts and multiple techniques of explaining the concepts. Prerequisite: Math 350 Text
Math Education And Nemeth Code Using the braille writer for computations is too time As a math teacher with visuallyimpaired students, I Nemeth above the basic numbers and operations, and I http://www.tsbvi.edu/Outreach/seehear/fall97/math.htm
Extractions: from Fall 97 issue Editor's Note: Ever wonder what it would be like to visit the TSBVI Website? Here's a taste of that experience, even if your modem is shut down for the day. Learn a little about math education and the Nemeth Code. If after reading this article you would like to know more simply log on to http://www.tsbvi.edu A parent writes I have been working with my daughter on math, and I know math reasonably, but it is visual in nature and a challenge to know the best way to present it. My daughter is not exactly "resisting" Nemeth, but rather until last year, she was able to pretty much do everything in a print medium, but lost more of her vision making that impossible. She went to a residential school for the blind where she learned Braille reasonably efficiently, and she knows Nemeth to "read" it, but writing it is often slow and she makes occasional mistakes which, of course, makes it difficult. The school she is in now is a "regular" school that has no experience in dealing with blind students. They have provided the math text (as well as her other textbooks) in braille. The problem comes in attending classes, where blackboard work to the class is effectively useless, and taking tests, etc. where translating back and forth between braille and print to have effective communication between her and the teacher is proving very difficult. She has traditionally done everything in her head in math (she can do amazingly complex calculations in her head) but obviously, at some point that is an unworkable strategy.
Math Education And Nemeth Code university in Nemeth above the basic numbers and operations, and I or a good calculatorsoftware package can be used for computations. Go to Susan's math Packet http://www.tsbvi.edu/math/math-nemeth.htm
Extractions: Home Site TOC Site Search Math A parent writes: I have been working with my daughter on math, and I know math reasonably, but it is visual in nature and a challenge to know the best way to present it. My daughter is not exactly "resisting" Nemeth, but rather until last year, she was able to pretty much do everything in a print medium, but lost more of her vision making that impossible. She went to a residential school for the blind where she learned Braille reasonably efficiently, and she knows Nemeth to "read" it, but writing it is often slow and she makes occasional mistakes- which, of course, makes it difficult. The school she is in now is a "regular" school that has no experience in dealing with blind students. They have provided the math text (as well as her other textbooks) in braille.
BACK TO THE MATH HOMEPAGE BACK TO THE math HOMEPAGE. Measurement involved computations using imperial unitsof measure the four fundamental computational operations, addition, subtraction http://instruct.uwo.ca/edu/500-001/math/c/
Extractions: "The aim of the course in Arithmetic for the elementary grades is to help the child to understand the value of number in the ordinary affairs of life, to provide him with training in the use of number for his own practical purposes, and to form the foundation upon which his subsequent mathematical experience will be built." (p. 94) This document's primary emphasis, as it pertains to Mathematics, is on the four fundamental computational operations, addition, subtraction, multiplication and division. The expectation is that children will be able to correctly complete their Arithmetic problems with a high degree of accuracy and skill.
4th Grade Math and relationships or for proficiency in basic computations. rounding, and divisibilitytests; 2) operations and their Mental math The purpose of this lesson http://www.pen.k12.va.us/VDOE/Instruction/wmstds/math4.shtml
Extractions: Mathematics Standards of Learning - Grade Four Mathematics has its own language, and the acquisition of specialized vocabulary and language patterns is crucial to a student's understanding and appreciation of the subject. Students should be encouraged to use correctly the concepts, skills, symbols, and vocabulary identified in the following set of standards. Problem solving has been integrated throughout the six content strands. The development of problem-solving skills should be a major goal of the mathematics program at every grade level. Instruction in the process of problem solving will need to be integrated early and continuously into each student's mathematics education. Students must be helped to develop a wide range of skills and strategies for solving a variety of problem types. This page has been accessed 21189 times. This page was last updated April 1, 2000. 4.1 The student will
Metacognitive Strategies if you need to add, subtract, multiply, divide, or do these operations in some Checkto make sure your computations are accurate. SOLVE (Enright math Systems). http://coe.jmu.edu/mathvidsr/metacognitive.htm
Extractions: Metacognitive Strategies by Math Concept Area Introduction Teaching Metacognitive Strategies, which you can access by clicking on the Instructional Strategies site found on the main navigational page. You can also access the video model by clicking on the icon entitled Metacognitive Strategies Video found in the section titled "How Do I Teach Them." return What Are They? Math metacognitive strategies are simply memorable plans or approaches that students use to problem-solve. These strategies include the students thinking as well as their physical actions (Lenz, Ellis, & Scanlon, 1996). Some of the most common metacognitive strategies come in the form of mnemonics, which are meaningful words where the letters in the word each stand for a step in a problem-solving process or for important pieces of information about a particular topic of interest. For example, you may remember the names of the Great Lakes through the mnemonic "HOMES:" H uron
Official Course Outline - Math 010 Course Number math 10. Learn to use the operations of arithmetic on whole numbers makecomparisons between forms, and to estimate the results of computations. http://math.clackamas.cc.or.us/math/outlines/math010.htm
Extractions: Math Home Class Websites Course Schedule Department Staff ... CCC Home Page Title Fundamentals of Arithmetic I Course Number Math 010 Credits Date 22 October 2001 Institution Clackamas Community College Outline Developer Alice Hayden Program Type Developmental Description This course is designed to teach the basic concepts of arithmetic in a lecture-laboratory setting. Course Objectives Develop skills to use mental arithmetic, paper and pencil algorithms, and a calculator as computation tools in solving mathematical problems. Represent the operations of arithmetic using visual models for whole numbers and decimals. Learn to use the operations of arithmetic on whole numbers, selected fractions, and decimals, and to use equivalent forms of a problem, to make comparisons between forms, and to estimate the results of computations. Develop an understanding of the concepts which underlie the algorithms of arithmetic. Develop the ability to reason and draw conclusions from numerical information. Understand and apply the concepts of perimeter, area, and volume. Develop an understanding of the metric system and be able to translate measurements within the system.
Math CDs Available For Checkout they try to solve a problem using computations and estimation Mighty math Number Heroes,36, Students explore and number patterns, the 4 operations, and decimals http://www.csustan.edu/advstd/edtech/4730class/MathList.html
Extractions: Math CDs available for Checkout in the Library Title Grade Level Description Algebra World Equations and their relationship to word problems are emphasized throughout the program. The program teaches and reinforces algebra concepts by combining lessons developed with real world examples, along with applications, such as gears, Fibonacci numbers, exploring number patterns in flowers, spirals, and music. Carmen Sandiego: Math Detective Computations, fractions, decimals, and math problem solving strategies used as students try to find Carmen. Comparing with Ratio Students learn that ratio is a way to compare amounts by using multiplication and division. Through five activities, students recognize and describe ratios, develop proportional thinking skills, estimate ratios, determine equivalent ratios, and use ratios to analyze data. Dive into Math 2 Incorporates a combination of tutorial, discovery, drill, and practice learning strategies and techniques. Remedial and enrichment activities are integral components of the program. Addition, subtraction, geometry, patterns. Factory Deluxe Students think strategically as they design, build, and ship products off assembly lines. Students explore shapes, rotation, angle measurement, shape attributes, and geometry formulas.
Power Of 2: Resources Mnemonics for math The order of operations. Modifying Basic computations Tests -By providing directions lessons dealing with language arts, math, and history http://www.powerof2.org/resources/middle_school/math/
Extractions: Table of Contents Mnemonics for Math - The order of operations. Mnemonics: Metric System. - The order of the Metric System. Modifying a Place Value Test by Judy Asher. - A Math Chapter Test can be modified by highlighting directions, giving examples, giving prompts, and a reference chart on the modified test. Modifying Basic Computations Tests - By providing directions, examples, necessary cues as reminders, and plenty of workspace, a chapter test can be modified. Links to Check Out Decimals: Fast Facts - On this site you can learn how to add, subtract, multiply, divide, and round decimals. It also includes a place value chart. Eisenhower National Clearinghouse - This is a federally funded organization that has created a national archive of information and resources for science education. ENC's Web Links page provides thousands of web sites for educators and students, categorized by type of site or by subject area. Getting Smart About Money - Help young students become financially literate by guiding them to Planet Orange, where kids explore the basics of earning, saving, investing, and spending money. Credit cards, the stock market, and allowances are discussed and the site features a dictionary of financial terms and a calculator.
DePaul University with estimation, setting up computations, geometry; Language child should Developformal operations to meet Graphomotor Dysfunctions p. 430. math Survival Use http://www.depaul.edu/~cwren/courses/other/outmn444/ch11math.htm
140 Information that you can all do the computations that you The math Learning Center provides freetutoring on a place value September 17 19 operations and algorithms http://www.geneseo.edu/~johannes/140info.html
Math Technology EXPO - Abstracts is an efficient method for calculator computations since it square roots, and eventhe elementary operations of floating with this page to bennett@math.ksu.edu. http://www.math.ksu.edu/expo/sess7.html
Extractions: Saturday, 9:00-9:45am John Soptick, Charyl Link, and Michele Bach Mediated Learning: A Solution , Room 125 This presentation will provide an orientation to the mediated learning approach to instruction in mathematics. Interactive Mathematics is for faculty who are committed to helping student learn mathematics. These college-level, interactive multimedia course materials provide mathematics instruction in a stimulating and challenging environment. Faculty can provide a diverse population of students with a more individualized learning experience. Math faculty from Kansas City Kansas Community College began using this approach Fall 1998 and will share their experiences using this in the classroom and online. Return to Program John Koelzer, Anita Salem, and Paula Shorter Calculus-based Interdisciplinary Student Projects Continued: You Saw the Plan, Now It's In Action! , Room 203 (Workshop - lasts till 10:45am) At lasts years Math EXPO, a presentation was made on plans to develop a series of Interdisciplinary Student Projects involving real-world scientific applications. This development was made possible through a Curriculum and Course Development Grant funded by NSF. The workshop presented this year will give the participants the opportunity to experiment with some of the projects that have been developed under the grant. The projects will include a study of the ozone layer, application of calculus to the detection of edges in a computer image, and concepts of calculus applied to genetics. Also included in the workshop will be presentations and discussions on the rationale for including interdisciplinary projects in mathematics courses. Participants will be encouraged to try out the materials and evaluate their suitability for instructional use.
December 1997 Newsletter Another whole math program, written to these tedious paper and pencil computations; Finding exact operations with rational expressions; Paperand-pencil http://members.aol.com/TxtbkRevws/nl_12_97.htm
Math 141 Mental math and estimation whole number computations. Whole number computationsin base ten and other bases Test II Fractions and Decimals operations. http://people.uncw.edu/spikek/141syllabus-Sp'03.htm
Extractions: Spring 2003 MW Mrs. Karen Spike (other times by appointment) Office: Bear Hall, room 121 Phone: email: spikek@uncw.edu Classes: MAT 141-001 at 9:30-10:45 TR and MAT 141-002 at 11:00-12:15 TR, Bear Hall, room 219 (I also teach MAT 142-001 at 10:00-10:50 MWF and MAT 142-002 at 11:00-11:50 MWF) TEXT: Mathematics: For Elementary Teachers, A Contemporary Approach Sixth edition, by Musser and Burger. Math 141 includes chapters 1-9. (Math 142 includes chapters 10-14, and 16) INTRODUCTION: Welcome to Math 141, Basic Concepts of Mathematics I. The purpose of this course is to develop a better understanding of basic mathematics. While studying concepts such as problem solving, logical reasoning, sets, number theory, whole numbers, integers, rational numbers, and decimal numbers, you will extend your ability to understand and use mathematics. Most of you are planning to teach in elementary or middle school, so in addition to your being able to do mathematics it is very important that you are able to explain how to do mathematics.
Whyslopes Entrance Page instance is the subject of slope related computations for linear it can be masteredin a mathfree way. and services in society depends on operations which are http://whyslopes.com/
Common Errors In Textbooks 18 in Volume 3. Why Slopes and More math, online at calculus especially, but to requiredecimals in computations. to indicate the order of operations) are best http://whyslopes.com/freeAccess/common_errors.html
Movement In The Village The order in which math skills are taught The mechanics of performing operations maybe different in students learn to do arithmetic computations mentally and http://www.ncpublicschools.org/closingthegap/movement/survive_tips.html
Extractions: Curriculum Publication Sales Education Initiatives Agency Web Sites ... NC Schools Listing SURVIVAL TIPS OF ESL CLASSROOM INSTRUCTION Native language transfer and interference If students are literate in a Roman-alphabet language, they will be able to recognize English letters and wont have to learn new symbols. However, they will have different names for the letters and may associate different sounds to perhaps a third of the letters. This will cause interference in oral reading, in matching words to sounds known, and in spelling. Newcomers who do not speak English, depending on how close their native language is related to English, experience different levels of difficulty in learning the language. For example, Dutch and English share a large percentage of words, while Hungarian, Chinese, and Vietnamese do not share many words at all. Japanese borrowed words for Western clothing, food, and imported items, but have no cognates in traditional vocabulary areas. The English language contains forty-four sounds, but only twenty-six letters to represent those sounds. In addition, there is less than an 85% predictable match symbol to sound. (That is, 15 % of common English words contain an exception to phonic "rules". This makes it difficult to decode and spell English.) In many languages studying spelling and distinguishing homonyms are unknown tasks such as those that have a one-to-one fit between sound and symbol.
