bluuebunny/crossref_metadata_2025 huggingface dataset:
Developing Concepts in Probability and Statistics—and Much More
Authors: Bruni James V. , Silverman Helene J.
Published: October 2020

In recent years school mathematics programs have included an increasing emphasis on probability and statistics. Many of the activities suggested in these programs offer wonderful opportunities to involve students in active learning experiences in which they perform experiments using a variety of manipulative materials (e.g., coins, spinners, dice, and cards). These activities are highly motivational and certainly lend themselves to the use of manipulative materials. However, all too often such activities tend to become supplementary or enrichment experiences that are quite limited in scope and isolated from the rest of the school mathematics program, and the connection between using manipulative materials and learning basic mathematical concepts is weak.
Verbal Addition and Subtraction Problems: Some Difficulties and Some Solutions
Authors: Thompson Charles S. , Hendrickson A. Dean
Published: October 2020

Many of the difficulties that children have in solving verbal (story) problems involving addition and subtraction arise because of their limited understanding of the arithmetic operations that are involved. They don't know when to use addition or subtraction because they lack specific knowledge regarding the various situations that give rise to these operations. Often, children are taught addition only as “putting together” and subtraction only as “taking away,” but many other settings involve addition and subtraction operations. Children need to receive specific instruction in different contexts if they are to become good solvers of verbal addition and subtraction problems. This article describes the contexts and then explains a successful sequence of activities that teach verbal problems.
Geometry Links the Two Spheres
Authors: Jensen Rosalie , Spector Deborah C.
Published: October 2020

When the educators of today were growing up, little information was available about the brain and its relationship to the acquisition of knowledge. Recent research has hown that the brain functions a two hemispheres, a right side and a left side. Each side influence our learning and emotions and provides the foundation for complementary but different type of learning.
Multiplication Games
Authors: Meyer Ruth A. , Riley James E.
Published: October 2020

Drill and practice are essential for the learning and retention of basic multiplication facts. Nonetheles, if drill becomes repetitive and uninteresting, the time spent on it becomes less effective. Games, such as those described in this article, can be used not only to bring interest and excitement into drilling the basic multiplication facts but also to help children to learn some problem-solving strategies. These games would fit well into any classroom ituation and would provide variety for those students who become bored with regular classroom routines.
Sex-Role Assignments in Elementary School Mathematics Textbooks
Authors: Nibbelink William H. , Stockdale Susan R. , Mangru Matadial
Published: October 2020

Most assignments of sex to roles in elementary school mathematics text-books are made using story problems. Since such problems are usually fict itious, producing a nonsexist mathematicstextbook is a relatively easy task. (A textbook on the Uni ted States presidency is not afforded such luxury.)
Students Can Write Their Own Problems
Authors: Hosmer Patricia C.
Published: October 2020

For years, my class of third graders has written their own holiday problem, which I have typed and copied so all classmates could enjoy their friends' work. We had had the standard problems about Santa and Christmas trees, menorahs and dreidls. so this past year I decided to vary the format. I asked the children to do a little research on holiday customs in one of the countries of their ancestors and then to develop a mathematically related question about the custom. For many students the assignment involved a trip to the library. After it was completed, several parents commented, “I didn't know anything about holiday customs in Italy, Russia, ….” Then the problems came in; some were quite long and involved, but in almost all the child's own words were clear and needed little or no revising. Some children asked one question; several asked three!
One Point of View: The Calculator-based Curriculum: Deceased or Just in “Suspended Automation”?
Authors: Kansky Bob
Published: October 2020

In 1980, after fourteen years of hearing me complain about the burden of teaching large classes in remedial mathematics, my department head assigned me a teaching aide. I was pleased to find that the aide had several year of experience in mathematics classrooms at all levels and was reputed to be patient, reliable, a ready source of ideas, and willing to help students at any hour on any day. A formal evaluation of my aide's performance confirmed that students not only learned all the standard fare of that remedial mathematics class but also were able to solve problems not addressed in other sections of the the course. My aide was, in fact, a handheld (nonprogrammable) calculator.
Calculators and the Mathematics Curriculum
Authors: Wiebe James H.
Published: October 2020

While the computer revolution has been making headlines, another much quieter revolution has taken place—in the way people in our society do arithmetic. With electronic calculators selling for less than $5, most people now use them to do such everyday computations as balancing a checkbook or determining how large a refund is due them at income-tax time. This revolution will and should have more of an impact than computers on the types of things we teach in the elementary school mathematics classroom. The abundance of cheap electronic calculators and the presence of sophisticated cash registers in virtually all retail outlets have nearly eliminated the need for pencil-and-paper computations, both at home and in the workplace.
How Much of the Content in Mathematics Textbooks Is New?
Authors: Flanders James R.
Published: October 2020

The importance of textbooks to the U.S. mathematics curriculum cannot be overstated. The recent rejection by the California State Board of Education of all fourteen text series submitted for adoption illustrates the public perception of the importance of textbooks. Begle (1973) pointed to data from the National Longitudinal Study of Mathematical Achievement to emphasize the important influence textbooks have on student learning, citing evidence that students learn what is in the text and do not learn topics not covered in the book. The National Advisory Committee on Mathematical Education (1975) acknowledged the importance of textbooks as guides for teachers. Fey (1980) emphasized the important influence of texts and pointed out that text content is usually not ba ed on research. Investigators at the Insti tute for Research on Teaching offer evidence that, at the very least, texts are important exercise sources (see Porter et al. 1986). The overall picture is that to a great extent the textbook defines the content of the mathematics that is taught in U.S. schools.
Teaching Mathematics with Technology: Common Multiples: Activities on and off the Computer
Authors: Jensen Robert J.
Published: October 2020

One feature of good mathematics instruction is to present students with a number of environments that embody the same concept but from different perspectives. Such multiple embodiments permit students to reflect on a particular mathematical concept and form generalizations about aspects of the concept that remain unchanged across representations. Also, particular aspects of an alternate embodiment may allow students to form an understanding that they may not have acquired through their first exposure to the content in its most traditional representation. This month's department offers two alternate representations for the concept of common multiples that can be modeled either on or off the computer.
Results of the Fourth NAEP Assessment of Mathematics: Number, Operations, and Word Problems
Authors: Kouba Vicky L. , Brown Catherine A. , Carpenter Thomas P. , Lindquist Mary M. , Silver Edward A. , Swafford Jane O.
Published: October 2020

This article is the first of two articles to appear in the Arithmetic Teacher reporting the third-grade and seventh-grade results of the fourth mathematics assessment of the National Assessment of Educational Progress (NAEP). The secondary school data appear in companion articles in the Mathematics Teacher (Brown et al. 1988a, 1988b). This article summarizes the major results of the performance on number, operations, and word-problem items. Some examples of the data are given to support conclusions about what students in general are and are not learning. The specific items reported are altered items that are parallel to the actual items and are illustrative of the results. The actual items are not included because they may be used in future assessments. Interpretations were made from analysis of the actual items. Not all items in the assessment were given to both third-grade and seventh-grade students. Some were administered only when appropriate for the given grade level. Results for eleventh-grade students are included when such information aids in understanding the performance of the third-grade or seventh-grade students.
Research into Practice: Creating a Problem-solving Atmosphere
Authors: Sowder Larry , Cobb Paul , Yackel Erna , Wood Terry , Wheatley Grayson , Merkel Graceann
Published: October 2020

Our ongoing project involves twenty-three second-gradc teachers who are teaching all their mathematics, including computation, through mallgroup problem solving and wholeclas discusion. Typically the children first work on problem-centered mathematical activities in pair or occasionally in group of three. During this phase of the lesson, the teacher moves from group to group, observing and interacting with the children while they do mathematics. After fifteen or twenty minutes, the teacher asks the children to stop working and begins a whole-class di scussion of their solution to the problems.
Research into Practice: The Use of Verbal Explanation in Japanese and American Classrooms
Authors: Sowder Judith , Sowder Larry
Published: October 2020

Mathematics represents a universal system for communicating quantitative ideas, and the Hindu-Arabic ystem of nume ration is used throughout the world. Although the concepts of mathematics are unive rsal, the bel iefs and practices that underlie mathematics instruction are not. In ten year of work comparing Japanese. Chinese, and American e lementary schools. I have repeatedly been impressed that beliefs and prac tices taken for granted by American teachers are not necessarily adhered to by the ir Asian counterpart. In mathematics we should be particularly motivated to examine and reflect on these differences because American children fall far behind A ian students in their knowledge of mathematic.
A Practical Experience in Problem Solving: A “10 000” Display
Authors: Bickerton-Ross Linda
Published: October 2020

Recently, my third graders completed a project that involved estimating, problem solving, and counting as they explored number meaning. I discussed with ihem the third-grade mathematics curriculum requirement of under tanding number up to 10 000. Acknowledging the difficulty of imagining numbers this large, I asked them what object they might ee together totaling this amount. They suggested such thing as blade of grass, grains of sand, cornflakes, and pebbles. After listening to their suggestion I asked them if, as a class. they would like to bring 10 000 object from home to the classroom. After an e nthusiastic response. I asked them what we would need to consider in embarking on uch a project. The students decided that the objects would have to be small and that we would have to decide how many objects each student would have to bring.
Discovering Division with Logo
Authors: Binswanger Richard
Published: October 2020

Teachers generally think of Logo as a good way to explore geometrical figures or to make interesting designs. The use of Logo is perceived as a way for students to explore ideas playfully, but a major complaint has been that it doesn't fit into the curriculum. Such criticism is unjustified. We have developed exercises that not only allow for student-centered exploration but also have direct accountability to a mathematics curriculum. We offer an example of one such lesson that we have found effective when working with the concepts of division. This lesson emphasizes the surprising relationship between geometry and arithmetic in a novel way and seems to have left a strong impression in the minds of our students.
Parts, Wholes, and Place Value: A Developmental View
Authors: Ross Sharon H.
Published: October 2020

When a student mentally computes 32 + 59 by thinking 30 + 50 is 80, 9 + 2 is 11, and 80 + 11 is 91, that student has had to call on some well-developed concepts of numerical partwhole relationships and place value. People with good number sense make frequent and flexible use of these two related concepts to perform mental computations and numeric estimates. Students find these concepts difficult; their understanding develops slowly over a period of several years. To be successful at teaching number sense, we must design instruction that respects students' need to construct their own knowledge.
Research into Practice: Number Sense and Nonsense
Authors: Markovits Zvia , Hershkowitz Rina , Bruckheimer Maxim
Published: October 2020

Common sense has many aspects and is developed by a variety of experiences in and out of school. Number sense is one aspect of common sense that we rightly expect schooling to improve. But does it? Given a problem, do students pay any attention to the meaning of the numbers in the data or in the solution they obtain? In a study devoted to estimation and reasonableness of results, we found that sixth- and seventh-grade students either do not have a reasonably developed number sense or, if they have it, do not apply it to simple tasks in a mathematical context.
Teaching Mathematics with Technology: Numerical Relationships
Authors: Bright George W.
Published: October 2020

Numerical relationships are very important in mathematics, yet students frequently have difficulty dealing with them. For example, as the denominator of a positive fraction increases, the value of the fraction decreases, but students many times still want to order fractions incorrectly according to the size of the denominators. Calculators furnish some of the needed mind-expanding support that students need to investigate the value of fractions as the numerators or denominators change.
Teaching Mathematics with Technology: Simulations of Operating a Store
Authors: Bright George W.
Published: October 2020

Money is a great motivator for many students to practice their mathematics skills. Calculators can take the place of cash registers in operating a store, and computer simulations of businesses can be used to expand this traditional teaching technique, with little adaptation required of approaches the teacher has taken before.
Research into Practice: Children's Multiplication
Authors: Killion Kurt , Steffe Leslie P.
Published: October 2020

The purpose of this article is to discuss how children give meaning to situations which, from an adult's perspective, could be solved by multiplying or dividing (Steffe and von Glasersfeld 1985). We have found in our research that a child's understanding of these situations may be significantly different not only from those of the teacher but also from those of other children in the same classroom. Thus our teaching decisions must be based on knowledge of the children's understanding of mathematics.
Research Into Practice: Mathematical Problem Solving in and out of School
Authors: Stanic George M. A. , Lester Frank K.
Published: October 2020

An ice cream cone can be bought for 60 cents, and you have a quarter, a dime, and two pennies. How much more money do you need to buy the cone?
Hook Your Students On Problem Solving
Authors: Bledsoe Gloria J.
Published: October 2020

A professor whom I admire very much once told me that all good writers have something in common. They embed within the first paragraph some statement that intrigues the prospective audience, that motivates them to continue reading. He referred to this thought-provoking statement as “the great hook.”
Mistakes In Mathematics-Terrible Or Trivial?
Authors: Perry Leland M.
Published: October 2020

Each of us at one time or another has noticed some type of mistake in a mathematics textbook or has witnessed some type of error in mathematical notation or language made by a teacher. The question is “What harm results when a pupil sees and hears these mistakes?” Are mistakes in mathematics books and in learning situations really terrible, or are they just trivial errors that will result in no harm to the pupils?
Research into Practice: Constructing Geometric Concepts in Logo
Authors: Clements Douglas H.
Published: October 2020

Why is it that students often do not learn what they are taught? On what do they base their thinking? What can we as teachers do to help them construct accurate and robust understandings?
By Way Of Introduction
Authors: Morrow Lorna
Published: October 2020

“New societal goals for education include … [the] opportunity for all” (NCTM 1989, 3). This goal is identified not as a goal of mathematics educators or of NCTM but of society as a whole. That the goal is real is obvious from even a cursory examination of daily newspaper and magazine articles. Fortune magazine recently devoted a special issue to exploring ways that business and industry are working with parents and teachers and pouring millions into innovative educational project (Fortune 1990). A major concern is the growing number of dropouts. An estimated 3000 students per day are leaving school (Littell 1990). Francis (Skip) Fennell's “one Point of View” (p. 6) addresses this and other social issues of which we must be aware in our effort to reach all student. Although the goal is a goal of society as a whole, it will ultimately be realized only through the efforts of individual teachers in their individual classrooms.
Research into Practice: Using Spatial Imagery in Reasoning
Authors: Battista Michael T. , Clements Douglas H.
Published: October 2020

Two second-grade students are investigating geometry with Logo. They are working in a TEACH environment in which the turtle-movement commands they enter are not only executed but simultaneously recorded in a procedure (Battista and Clements, in press; Clements 1983-84). During earlier lessons, they had successfully maneuvered the turtle to draw squares of various sizes. For each of these squares, they had used 90-degree turns. When asked how they knew whether a figure was a square, however, neither student had mentioned 90-degree turns.
Metacognition and Problem Solving
Authors: Fortunato Irene , Hecht Deborah , Tittle Carol Kehr , Alvarez Laura
Published: October 2020

What impresses you about this problem? It doesn't require significant specific mathematical content, but it does require some mathematical reasoning. It lends itself to more than one solution, depending on where the coin replacement begins. Most solvers would use the natural strategy of drawing a picture or diagram. The problem is also likely to engage and challenge students, since it is different from more traditional problems.
Promoting Local Change: Models for Implementing NCTM's Curriculum and Evaluation Standards
Authors: Hatfield Mary M. , Price Jack
Published: October 2020

For more than thirty years the mathematics education programs of the United States have been the subject of proposals for change. Such efforts as those of the School Mathematics Study Group (SMSG), the University of Illinois Committee on School Mathematics (UICSM), and the Madison Project were well intentioned but fell short of attaining the anticipated reform.
One Point of View: Testing—Do Not Disturb? A Concerned! Parent's View of Testing
Authors: Garnett Cynthia M.
Published: October 2020

Our children, Alexandra and Veronica, are aged seven and five, respectively, and like most of their peers, they spend much of their time playing. Their play is resourceful, inventive, and, for them, thoroughly engaging. They play, among other games, “war,” a card game at which they are both expert. They play “house,” during which they set the table, serve meals, sort laundry by color, and take hammer and screwdriver to fix things.
How Can We Evaluate Ourselves?
Authors: Schwartz James E.
Published: October 2020

Teachers in Rochester, New York, recently rejected a proposed contract under which they could have received a generous bonus in any year in which they received an exemplary evaluation. Why did they turn down this proposal? Although probably many different personal reasons could be cited for negative votes, the issue that received the most attention in the press was the issue of the evaluation process.
Student-Generated Story Problems
Authors: Silverman Fredrick L. , Winograd Ken , Strohauer Donna
Published: October 2020

Compared to the rest of the elementary school curricular landscape, traditional mathematics story problems probably evoke more than their fair share of negative comments by both students and teachers. Textbook story problems have a long history of criticism in the literature (Henderson and Pingry 1953; Kantowski 1981; Larkin 1982; Wirtz, and Kahn 1982; Schoenfeld 1985; Silver 1987; Rathmell and Huinker 1989).
Teaching Concepts of Linear Measurement
Authors: Jenkins Jan
Published: October 2020

That neither school nor life experiences have made linear measure meaningful to many adults is evidenced by their hazy notions of distances such as those measured in inches, feet, yards, and rods. These same hazy notions formed in early school days, may later in the lives of the individuals, become obstacles in the building of the concepts of perimeter, area, and volume.
Developing Flexibility of Thinking and Performance
Authors: Weaver J. Fred
Published: October 2020

We all are familiar with numerous changes that have taken place, and are taking place, in connection with programs of arithmetic instruction in our elementary schools. These changes are reflected in various aspects or phases of the teaching-learning process, beginning with underlying instructional objectives. Here we find that, among other things, increased attention is being devoted to the development of what we sometimes refer to as “power in quantitative thinking.”
Writing, Sharing, and Discussing Mathematics Stories
Authors: Kliman Marlene , Richards Judith
Published: October 2020

As you read the following two problems, think about how you would use mathematics to solve each one:
Stepping Stones To Mathematical Understanding
Authors: Midkiff Ruby Bostick , Cramer Mary McCart
Published: October 2020

Educators tend to think of children's books as being used primarily in language arts, reading, and, perhaps, science and social studies and limited to specific grade levels. However, the scope should be broadened to include literature as a stepping stone to mathematical understanding. Books that primary-grade students enjoy can facilitate mathematical understanding in older students, and book on higher reading level can be read to younger students for the same reason. Children's literature presents a natural way to connect language and mathematics.
Teacher to Teacher: Writing Mathematics
Authors: Brown Nancy M.
Published: October 2020

Two years ago I found myself teaching a seventh-grade mathematics class. Many of the students were two or more years behind the rest of the seventh grade in this subject, and most lacked either self-discipline or motivation to learn in any class, especially a mathematics class. I was challenged to find any way ro interest these students in participating. I attempted to create unusual instructional activities to involve this group of students. The following describe a successful unit used with this class.
Ideas
Authors: Cook Marcy
Published: October 2020

The “IDEAS” section for this month focuses on combinations, an important part of discrete mathematics probability. from the point of view of the NCTM's Curriculum and Evaluation Standards (1989). As we continually strive to make mathematics an area for problem solving. we see the need to investigate questions from problem situations and to connect mathematics to the outside world. Students are encouraged to discover all the combinations for a given problem; they should experience estimating, eliminating, collecting data in an organized manner, and drawing conclusions. Active involvement with a set of crayons allows all students to attack nonroutine problems. Forming generalizations — or mathematical statements to explain the phenomena — can extend the upper-grade activities. The use of such higher-level-thinking skills as synthesis, analysis, and evaluation replaces working on tedious worksheets and memorizing rules and algorithms. Students explore relationships, discover ways to accomplish tasks, and make predictions about outcomes without being presented with prescribed formulas.
Linking Teacher Interests or Backgrounds to Real-World Experiences for Students
Authors: Dorward Jim , Archibald Steve
Published: October 2020

A major theme in calls for reform in mathematics education is the recognition of the need to connect the study of mathematics to the rest of the world (American Association for the Advancement of Science 1989; National Research Council 1991; National Council of Teachers of Mathematics 1989). For some, this connection is obvious. For many, however, mathematics is perceived as a set of rules and procedures that have little to do with everyday experience.
Ideas: Baseball
Authors: Szetela Walter
Published: October 2020

Students have fuzzy concepts of such terms as squareness, length, order. This activity uses numbers, term, and material associated with baseball to allow students to grasp these concepts better
Improving the Mathematical Competency of Teachers in Training
Authors: Waggoner Wilbur
Published: October 2020

ONE NEED NOT READ too widely in the educational literature of today to note a concern for the mathematical capabilities of the persons who are preparing for positions as elementary school arithmetic teachers. “Less than 20 per cent of prospective elementary school teachers understand arithmetic. One study of 211 teachers showed that 150 of them had an abiding hatred for it.” 1 The above quotation appeared in Parade, a magazine written for the lay public. A further discussion on the problem of competency in subject-matter of arithmetic teachers may be found in Problems of Mathematical Education2 published by Educational Testing Service. This report says, “In majority of cases an individual with ambition to teach in an elementary school can matriculate without showing any high school mathematics on his record. He can graduate without studying college mathematics.”
Fractions—Seven-Year-Olds Use Them
Authors: Gunderson Ethel
Published: October 2020

This study is a follow-up of an ea rlier one: “Fraction Concepts Held by Young Children” which was reported in the October 1957 issue of THE ARITHMETIC TEACHER. It is an attempt to find out whether seven-year-olds, after a brief introduction to fractions, are able to extend the ideas which are developed in class and incorporate them into their own experiences.
How Much Time for Arithmetic?
Authors: Miller G. H.
Published: October 2020

Not too many years ago, students in elementary schools were taught arithmetic for one full period a day in all grade levels. Arithmetic was considered one of the major goals of education. One only needs recall the popular solgan “The Three R's” (reading, ' riting, and 'rithmetic) to remember the influence that arithmetic had in our elementary curriculum since the founding of our country.
Key to Per Cent by Color
Authors: Janicki George
Published: October 2020

A very simple geometric pattern used to teach per cent in junior high school math classes is explained below.
Certain Ability Factors and Their Effect on Arithmetic Achievement
Authors: Erickson Leland H.
Published: October 2020

A Brief review of the research which has been accomplished during the past thirty years in elementary arithmetic reveals several centers of interest. It can be generally stated that a large proportion of the research is concerned with teaching methods, patterns of thinking in dealing with various arithmetic concepts and operational skills and research which is concerned primarily with the arithmetic curriculum.
The Role of Attitude in Learning Arithmetic
Authors: Fedon J. Peter
Published: October 2020

THIS IS A PARTIAL ANALYSIS of an arithmetic teaching experiment conducted in the third grade of an independent Wilmington School during the school year 1957-58.
Per Cent Without Cases
Authors: Wendt Arnold
Published: October 2020

One of the more difficult topics for arithmetic students is per cent. We feel that one of the main reasons for this difficulty is the arbitrary division of per cent into the three cases. Even in many of the newer texts per cent is treated in the same old way; however, there are now fortunately some exceptions. But since by far the great majority of the texts now in use treat percent in a very mechanical way, it may be of help to show that there is only one rule involved in the study of per cent, not three.
Teachers Look at Arithmetic Manuals
Authors: Folsom Mary
Published: October 2020

In 1931, the national society for the Study of Education devoted a yearbook to a report on the textbook, and the authorities conceded that the textbook is the most valuable single piece of instructional equipment available to the teacher.2 However, the fact that manual material has become a large fac tor in the preparation and selection of arithmetic textbook series has not been similarly recognized nor has any serious attempt been made to evaluate arithmetic manuals in light of teacher needs and usage.
The Vocabularies of Five Recent Third Grade Arithmetic Textbooks
Authors: Repp Florence C.
Published: October 2020

Specialists in Both Reading and arithmetic recognize the importance that vocabulary plays in the readability of arithmetic textbooks. Studies dealing with different aspects of vocabulary load have contributed to the improvement of the reading matter in arithmetic texts. Teachers are, however, sometimes at a loss as to how to compare the respective vocabularies of different arithmetic books since there has seemed to be no common basis for comparison. The present study attempted to arrive at a common basis for comparison of the vocabularies of several recent arithmetic textbooks.
A Test Plus a Bonus
Authors: Baehr Anne
Published: October 2020

My fourth-graders enjoy their weekly arithmetic test. I can't really claim that none of the children approaches it with anxiety, but the general atmosphere in our classroom on Friday morning is one of excitement and anticipation. The children voluntarily limit their discussion period so they can “get to the test” and have enough time to do a good job. Frequently when our appointment with the music teacher signals the end of the test there are sighs of satisfaction and murmurs of “That was fun!” along with the questions and comparisons that usually follow a test.
Observations of Instruction in Lower-Grade Arithmetic in English and Scottish Schools
Authors: Brownell William A.
Published: October 2020

The first Two Weeks of June, 1959, I spent in the publicly maintained schools of England and Scotland. My purpose was to sec for myself what is being done in these schools in introducing children to artihmetic and in carrying them in this subject through the first four to six grades. Everywhere I was received with the greatest courtesy and was given complete freedom to observe what I wanted to observe and to talk with administrative officers, teachers, and pupils.
Mental Arithmetic in Today's Classroom
Authors: Josephina Sister
Published: October 2020

The re-interest in mental arithmetic is heartening since the field of mathematics appears to be one facet of the curriculum upon which keen scrutiny has recently been focused. The apparent lack of emphasis on or conscious awareness of the importance of mental arithmetic by teachers can be traced to the almost complete absence of systematic, planned, and integrated work in arithmetic texts.
Research on Arithmetic Instruction—1959
Authors: Weaver J. Fred
Published: October 2020

This summary of research on arithmetic instruction represents a continuation of a series begun three years ago in The Arithmetic Teacher,1 and brings this series up-to-date through the calendar year 1959.
Comparison of Attitudes and Achievement Among Junior High School Mathematics Classes
Authors: Stephens Lois
Published: October 2020

ATTITUDES TOWARD ARITHMETIC have long been considered to be of great importance to the educator. It has been generally assumed that those students whose attitudes were more favorable toward the subject achieve at a higher level. It was found in a study of attitudes of junior high school students1 that most pupils (87%) enjoy problems when they know how to work them well.
Intelligence, sibling position, and sociocultural background as factors in arithmetic performance
Authors: Rose Alvin W. , Rose Helen Cureton
Published: October 2020

The significance of intelligence, as expresed in the I.Q., in predetermining succes or failure in arithmetic apparently is still a question that is very much open. Hildreth, for instance, reports that while the I.Q. score seems to be a rather reliable basis for predicting performance in such areas as reading and spelling, there is not a similar relationship between intelligence and arithmetic.1 Instead, for Hildreth, there are socioemotional or “personality” factors which are probably crucial in the success or failure of elementary children in arithmetic.
Creative thinking and discovery
Authors: Jackson Humphrey C.
Published: October 2020

During the past year the writer was privileged to be a member for the second year of the Michigan Center of the School Mathematics Study Group. One of the classes in which the seventh-grade SMSG material was taught was an accelerated group in which the range of I.Q.'s was from 118 to 170. The students of this group were classified as gifted.
Mathematical competence of prospective elementary teachers in Canada and in the United States
Authors: Nelson L. Doyal , Worth Walter H.
Published: October 2020

Studies like those conducted by Glennon,1 Weaver,2 and Phillips3 indicate that many prospective elementary teachers in the United States have neither facility in the computational processes which they are expected to teach nor a firm grasp of the mathematical concepts which underlie these processes. Do prospective elementary teachers in Canada exhibit a similar lack of facility and understanding in the field of mathematics? One way to try to answer this question is to compare the mathematics test performance of selected groups of prospective elementary teachers in Canada and the nited States. The present article reports on a study in which this was done.
An approach to problem-solving
Authors: Faulk Charles J. , Landry Thomas R.
Published: October 2020

Arithmetic is universally accepted as one of the fundamentals which must be taught to American school children. Yet certain aspects of the teaching of arithmetic have given teachers a great deal of concern. Petty found that, “Complaints concerning the child's lack of ability to solve problems dealing with quantitative situations come from many quarters.”1 Clark and Eads indicated that the difficulty children have with problem-solving lies in their lack of ability to sec the various relationships involved in t he problem situation.2 In What Does Research Say About Arithntetic? Glennon and Hunnicutt suggest that inability to estimate reasonable answers is a difficulty.3
Familiarity with measurement: A study of beginning first-grade children's concepts
Authors: Mascho George
Published: October 2020

Many educators feel that measurement is an important part of the elementary child's mathematical experiences because a great many in-school and out-of-school activities involve measurement ideas. Even though number ideas are independent from measurement ideas, the use of measures can give concrete meaning to many number abstractions. If measurement is to be included in the curriculum of the elementary school, it is necessary to know what facts the beginning first-grade child knows about measurement so that instruction can begin in appropriate places.
The peg board—a useful aid in teaching mathematics
Authors: Fisher Alan A.
Published: October 2020

A peg board* is an excellent arithmetic teaching aid. It will assist the teacher in presenting new concepts and help the students visualize these ideas in a concrete form. It is useful at any elementary level and is helpful in making algebra and geometry understandable. (Fig. 1)
Classroom climate and the learning of mathematics
Authors: Guggenheim Fred
Published: October 2020

In recent years, particularly with the advent of educational television and the nited States policy of emphasis on education, t he evaluation of the teacher's role in the classroom has moved into the public spotlight.
Reviews: Books and materials
Authors: Miller Herbert F. , Hardgrove Clarence Ethel
Published: October 2020

Exploring Mathematics on Your Own, Series of five pamphlets, Donovan A. Johnson and William H. Glenn. St. Louis 26: Webster Publishing Company, 1961. Series of five, $3.08.
National Council of Teachers of Mathematics: Proceedings of the Twelfth Annual Delegate Assembly
Authors: Lindhorn Robert C. , Takala Reino M. , Smith Eugene P.
Published: October 2020

The Twelfth Annual Delegate Assembly of the Affiliated Groups of the National Council of Teachers of Mathematics, held April 6, 1961, was opened with a welcoming speech by President Phillip S. Jones. Dr. Jones emphasized the tremendous potential residing in the cooperative efforts of the National Council of Teachers of Mathematics and its affiliated groups. This potential has not been tapped, but plans are now being laid to provide for a better utilization of this latent power.
A cooperative in-service teacher education program in the new mathematics for elementary schools
Authors: Johns O. D.
Published: October 2020

The ability of children to gain insights into numerical relationships beyond that usually expected on the grade level which matches their chronological age has been demonstrated in a number of action situations; 1 and the need for a more sophisticated approach to the teaching of arithmetic in t he elementary grades is being increasingly recognized.2
Arithmetic and the brain-injured child
Authors: Kaliski Lotte
Published: October 2020

This paper is based on my experience in teaching “exceptional children' in my schools for children with learning difficulties. The majority of these children have been diagnosed as brain-injured, with varying degrees of educational retardation. The age range is from 7 to 17 years.
Attitude change of prospective elementary school teachers toward arithmetic
Authors: Dutton Wilbur H.
Published: October 2020

The importance of attitudes as one aspect of the teaching and learning of arithmetic has been well established in educational literature. Studies by Dutton (1, 2, 3),* Billig (4), and Bendig and Hughes (5) are representative of methods used to collect data on attitudes toward arithmetic and mathematics. The search for more adequate questionnaire and sampling techniques and factors underlying attitudes toward these subjects continues to be an important area for research.
Concepção, formulação, e escrita em Os pássaros do delta do Jacu
Authors:   UNESPAR, Behr Yuri
Published: October 2020

Desde a concepção inicial até a escrita musical, existem muitos caminhos possíveis, alguns combinam técnicas originais com as de compositores renomados. Este artigo mostra como uma composição musical foi estabelecida derivando a matéria--prima obtida pela análise do canto dos pássaros, sua elaboração e as implicações na questão do tempo. Para entender como funciona, será realizada uma análise da peça Os pássaros no Delta do Jacuí, buscando os aspectos relacionados à poética, além de técnicas composicionais, com o auxílio de referências teóricas.
Questionamentos sobre a música contemporânea no século XXI e reflexões sobre meu trabalho como compositor e instrumentista
Authors:   Unisinos - Universidade do Vale do Rio dos Sinos, Souza Glauber Kiss de
Published: October 2020

O presente estudo visa trazer à tona alguns questionamentos sobre meu trabalho com música contemporânea para dialogar com o meio acadêmico, seja como compositor, intérprete ou instrumentista. São eles: arte naïf, utilização lúdica do conceito de Übermensch, intérprete como agente ativo/passivo, Sistema Stanislavski na composição e a tentativa de atrair mais público para a música experimental sem apelar para a estética kitsch. Trago a esta discussão nomes de outros compositores, reflexões sobre minhas composições e abordagens que vão da psicanálise até a análise tecnológico-econômica do período em que estamos. Dedico também um item para comentar brevemente uma seleção de minha produção. No final, todos estes questionamentos resultam na grande angústia de minha geração: a impossibilidade de definir o que é música nos dias de hoje. Este é definitivamente um assunto do qual ainda haverá muita discussão e que parece estar longe de ser resolvido (isso se algum dia realmente o for).
PERSPECTIVAS CULTURAIS EM MÚSICA CONTEMPORÂNEA: O CASO DO MOVIMENTO DE COMPOSIÇÃO NA BAHIA
Authors:   Universidade Federal da Bahia, Lima Paulo Costa
Published: October 2020

O foco de interesse deste artigo é o movimento de composição da Bahia, na medida em que permite refletir sobre o entrelaçamento de composição e perspectivas culturais, não como domínios autônomos e isolados, mas como algo inerente ao próprio compor. Trataremos de identificar e refletir sobre estratégias composicionais para representar uma distância entre polos culturais distintos, mostrando assim como elas organizam a forma e o tecido musical, ou seja, a produção de sentido. Começaremos pelo caso exemplar da obra Uma possível resposta op. 169 (1988), do compositor brasileiro (nascido na Suíça) Ernst Widmer (1927-1990), e seguiremos com a identificação de estratégias similares em outras obras, mostrando como a ideia do estabelecimento de uma distância ressignificadora (tanto narrativa como estrutural), que funciona como matriz de sentidos, responde ao nosso interesse pela conexão entre composição e cultura, dialoga com o conceito de composicionalidade, permitindo ainda uma discussão sobre estratégias de decolonização na música de concerto produzida na Bahia em décadas recentes.
O compositor como vírus
Authors:   Universidade Estadual de Campinas, Botechia Tales , Romitelli Fausto
Published: October 2020

Tradução do texto "Il compositor come virus" escrito por Fausto Romitelli.
Development, Adaptation and Scale-up of a Community-wide, Health Behavior Theory-based Stroke Preparedness Intervention
Authors: Corches Casey L. , McBride A. Camille , Robles Maria Cielito , Rehman Narmeen , Bailey Sarah , Oliver Alina , Skolarus Lesli E.
Published: October 2020

Objective: Acute stroke treatments reduce the likelihood of post-stroke disability, but are vastly underutilized. In this paper, we describe the development, adaptation, and scale-up of the Stroke Ready program – a health behavior theory-based stroke preparedness intervention
that addresses underlying behavioral factors that contribute to acute stroke treatment underutilization. Methods: Through a community-based participatory research (CBPR) approach, we conducted needs and determinant assessments, which informed creation and pilot testing of Stroke Ready.
Based on these results, we then scaled Stroke Ready to the entire community by greatly expanding the delivery system. Results: The scaled Stroke Ready program is a community-wide stroke preparedness education program consisting of peer-led workshops, print materials, and digital, social,
and broadcast media campaigns. Whereas the Stroke Ready pilot workshop was delivered to 101 participants, 5945 participants have received the scaled Stroke Ready peer-led workshop to date. Additionally, we have sent mailers to over 44,000 households and reached approximately 35,000 people
through our social media campaign. Conclusion: Strategies including an expanded community advisory board, adaptation of the intervention and community-engaged recruitment facilitated the scale-up of Stroke Ready, which may serve as a model to increase acute stroke treatment rates, particularly
in majority African-American communities.
Perceptions of E-cigarettes and Flavor Restrictions among Tobacco Retailers in Los Angeles
Authors: Smiley Sabrina L. , Shin Heesung , Rose Shyanika W. , Rodriguez Yaneth L. , Barahona Rosa , Baezconde-Garbanati Lourdes
Published: October 2020

Objectives: In this study, we examined tobacco retailers' perceptions of e-cigarettes and associations with in-store availability of e-cigarettes. Methods: Retailers (N = 700) in multiple, racial/ethnic neighborhoods (black/African-American, N = 200); Hispanic/Latino,
N = 200; white American, N = 200; Korean American, N = 100) in Los Angeles County participated in on-site interviews and store observations. Results: Controlling for individual and racial/ethnic neighborhood factors, retailers in majority-white neighborhoods had significantly higher
odds of selling e-cigarettes and flavored e-cigarettes than retailers located in Hispanic/Latino (p < .001, OR = 0.14, 95% CI = 0.08-0.25; p < .001, OR = 0.19, 95% CI = 0.11-0.33) and Korean American (p < .05, OR = 0.21, 95% CI = 0.12-0.37; p < .05, OR = 0.21, 95% CI = 0.12-0.39)
neighborhoods. Perceptions of e-cigarettes as being completely safe/safer than cigarettes were significantly associated with availability of flavored e-cigarettes (p < .05, OR = 2.03, 95% CI = 1.04-3.97); and opposition to flavored e-cigarette restrictions was marginally significantly associated
with availability of flavored e-cigarettes (p < .10, OR = 1.56, 95% CI = 0.96-2.51). Adjusting for store type, perceptions of e-cigarettes as being completely safe/safer than cigarettes were marginally significantly associated with availability of flavored e-cigarettes (p < .10, OR =
1.78, 95% CI = 0.85-3.73). Conclusions: Targeted efforts are warranted for educating retailers and employees in these neighborhoods on the appeal and nicotine dependence potential of e-cigarette use for youth.