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Mathematics in School | 25 |
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Womack, David – Mathematics in School, 1978
The author argues on theoretical grounds that not all "logical" pre-number activities are equally relevant for numeracy, and concludes with a practical suggestion for the kind of activity which does have particular relevance. (MN)
Descriptors: Cognitive Development, Concept Formation, Elementary Education, Elementary School Mathematics

Biggs, Edith E. – Mathematics in School, 1972
Descriptors: Arithmetic, Curriculum, Elementary School Mathematics, Instruction

Foster, Robin – Mathematics in School, 1998
Indicates that there has been a lot of work done and that a great deal needs to be done in the future to explore the world of children's early number. Discusses the counting, the use of algorithm, practical mathematics, the use of manipulatives, individual differences and pedagogical concerns, and classroom applications. Contains 18 references.…
Descriptors: Algorithms, Computation, Elementary Education, Manipulative Materials

Smith, Mike – Mathematics in School, 1985
Sometimes the immediate use of an algebraic approach to solve a problem can obscure what is actually happening. The solution to one problem is described both algebraically and through a numerical approach. (MNS)
Descriptors: Algebra, Mathematics Instruction, Number Concepts, Problem Solving

Chilvers, Peter – Mathematics in School, 1985
A model is offered which can be used for teaching addition, subtraction, multiplication, and division with directed numbers. Illustrations for all operations are given. (MNS)
Descriptors: Computation, Elementary Secondary Education, Integers, Mathematical Models

Joy, R. R. – Mathematics in School, 1976
Some methods for teaching fractions are presented. (DT)
Descriptors: Curriculum, Elementary School Mathematics, Elementary Secondary Education, Fractions

Cable, John – Mathematics in School, 1976
Four reasons for teaching fractions to children are discussed. (DT)
Descriptors: Curriculum, Elementary School Mathematics, Elementary Secondary Education, Fractions

Hollands, Roy – Mathematics in School, 1973
Descriptors: Curriculum, Decimal Fractions, Elementary School Mathematics, Experiential Learning

Tapson, Frank – Mathematics in School, 1974
Motivation for practicing basic arithmetic skills is provided by activities based on dart board games. There activities also require participants to devise winning strategies, adding enrichment to the game-type drills. (JP)
Descriptors: Addition, Basic Skills, Elementary School Mathematics, Experiential Learning

French, Doug – Mathematics in School, 1987
Choosing mental, written, or calculator procedures is important for children to learn. Children should be encouraged to be flexible and consider alternatives when doing mental calculation. Developing mental skills, symbols and rules, and numbers in context are each considered. (MNS)
Descriptors: Cognitive Processes, Computation, Elementary Education, Elementary School Mathematics

Mathematics in School, 1982
The lesson details an approach to teaching positive and negative numbers which uses number pairs and generates inverses that initially avoid any mention or use of negative signs. The material moves pupils from development of key concepts to the use of more standardized notation for number operations. (MP)
Descriptors: Elementary Secondary Education, Graphs, Instruction, Junior High Schools

Gardiner, A. – Mathematics in School, 1980
Included are nine brief notes on various aspects of infinity. These are an attempt to stimulate and organize the thinking of teachers and others who acknowledge the role notions of infinity play in mathematics and in children's thinking. (MK)
Descriptors: Geometric Concepts, Induction, Mathematics Curriculum, Mathematics Instruction

Idle, Marion – Mathematics in School, 1979
The importance of place value is discussed. Examples illustrating place value in addition and subtraction are given. (MK)
Descriptors: Addition, Algorithms, Elementary Education, Elementary School Mathematics

Berryman, Jack – Mathematics in School, 1972
A method of showing the meaning of decimal fraction without using fraction words or notation. One technique described in detail uses large squares, strips, and small squares; using the metric system and decimal coinage is also suggested. (DT)
Descriptors: Arithmetic, Decimal Fractions, Elementary School Mathematics, Fractions

Quadling, Douglas – Mathematics in School, 1979
Three methods of proof are analyzed as a means of aiding teachers in presenting arguments for certain number concepts. These are: (1) proof by contradiction, (2) Venn diagrams, and (3) method of exhaustion. (MP)
Descriptors: Elementary Education, Elementary School Mathematics, Learning Activities, Mathematics Education
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