Elementary Mathematics Classrooms Research Articles

Teacher's professional development and the elementary mathematics classroom: bringing understandings to light

Teacher's professional development and the elementary mathematics classroom: bringing understandings to light

Teachers' professional development and the elementary mathematics classroom

Teachers' professional development and the elementary mathematics classroom

Introduction: Measuring Instruction

Introduction: Measuring Instruction

On the Write Path: Improving Communication in an Elementary Mathematics Classroom

The process that teachers used to increase communication during problem-solving investigations. It demonstrates examples of students’ struggles and successes.

BOOK REVIEWS: A Large Territory: One Year in an Elementary Mathematics Classroom

BOOK REVIEWS: A Large Territory: One Year in an Elementary Mathematics Classroom

Links to Literature: December 2001

A popular topic of discussion among educators is the concept of integrating the curriculum. While literacy educators advocate integration through “writing across the curriculum,” mathematics educators expound on the “connections” in mathematics. Connections are possible between topics within mathematics and between mathematics and other content areas (Coxford 1995). How can both types of connections be integrated into the upper elementary school mathematics classroom?

Higher Order Teacher Questioning of Boys and Girls in Elementary Mathematics Classrooms

The interaction patterns of teachers and students in public and private urban schools was investigated specifically to explore higher order teacher questioning. On the basis of a review of the literature, the authors speculated that patterns of student response to higher order teacher questioning would differ by student gender. Higher order questioning encourages students to think critically, and, therefore, is powerful for learning. Lower order questioning, however, taps only the memorization of facts. The results from this study suggested no gender difference in students' responses to higher order questioning. The 16 teachers observed used predominately lower level questioning patterns in their classrooms.

Opportunities to Learn Fractions in Elementary Mathematics Classrooms

In this study we addressed 2 questions: (a) How can we document opportunities to learn aligned with the NCTM Standards? (b) How can we support elementary teachers' efforts to provide such opportunities? We conducted a study of the effect of curriculum (problem solving vs. skills) and professional development (subject-matter focused vs. collegial support) on practices and learning. From analyses of videotapes and field notes, we created 3 scales for estimating students' opportunities to learn. Analyses of fractions instruction in 21 elementary classrooms provided evidence of the technical quality of the indicators and indicated that support for teachers' knowledge may be required for a problem-solving curriculum to be beneficial.

Empowering Children And Teachers In The Elementary Mathematics Classrooms Of Urban Schools

Project IMPACT is a school-based teacher enhancement model for elementary mathematics instruction designed to foster student understanding and to support teacher change in predominantly minority elementary schools. Project teachers consider instructional approaches consistent with a cognitive, constructivist perspective for mathematics learning, emphasizing interaction and collaboration rather than limiting instruction to a direct model. Data from the primary grades revealed that significantly higher mathematics achievement scores for the children in the IMPACT schools emerged gradually and persistently over time, becoming more evident as the mathematical abstraction of the curriculum increased. Supported by mathematics specialists, instructional change occurred in most treatment classrooms, particularly in those schools where the principal encouraged the reform.

Psychosocial Climate and Student Outcomes in Elementary Mathematics Classrooms: A Multilevel Analysis

Abstract Associations between perceived psychosocial climate and student outcomes among a sample of 1,512 students in Grade 5 mathematics classes in Singapore were investigated. Two methods of analysis were used: multiple linear regression and hierarchical linear modeling. A comparison of findings from the two approaches suggests (a) the existence of associations between outcomes and environment and (b) the usefulness of incorporating both data analysis methods in learning-environment research.

Mixed methods in a study of implementation of technology-based materials in the elementary classroom

Ethnographic techniques and philosophy guided data collection and analysis to determine the extent and nature of implementation of technology-based materials in elementary school mathematics classrooms. However, unlike most ethnographic studies, quantitative data collection and analyses played an important role in the overall findings. Each method provided its own strength. In some cases a blend of both methods afforded a deeper insight than either could provide separately.

Questioning in the Elementary Mathematics Classroom

Questioning in the Elementary Mathematics Classroom

Group Management in the Mathematics Classroom: Exploring Pentominoes

In 1989 the National Council of Teachers of Mathematics published the Curriculum and Evaluation Standards for School Mathematics. A basic assumption shaping the K-4 standards is that “K-4 classrooms need to be equipped with a wide variety of physical materials and supplies” (p. 17). The 5-8 standards also make the assumption that “every classroom will be equipped with ample sets of manipulative materials and supplies …” (p. 67). In using materials in an elementary mathematics classroom, each student can be placed in a cooperative-task group, with each member of the group performing a specific function. This structure establishes a positive interdependence in which each student contributes significantly to the achievement of a learning goal. The following activity describes how this management system can be implemented in a mathematics classroom.

The California Study of Elementary Mathematics

The purpose of the California Study of Elementary Mathematics is to examine the effects of state education reform in elementary mathematics curriculum on teaching and learning in elementary mathematics classrooms. In this article, we describe the methodology used in the study. We begin by providing an overview of the state policy that is aimed at realizing anew vision of mathematics teaching and learning. Then we describe participants and data collection procedures at each of four levels—state, school district, school, and classroom (teachers and students). We conclude with a description of methods used to collect the classroom-level data from which we constructed the cases in this issue.

Building Motivation in the Elementary Mathematics Classroom

School Science and MathematicsVolume 90, Issue 5 p. 375-382 Building Motivation in the Elementary Mathematics Classroom Peter Kloosterman, Peter Kloosterman Department of Curriculum and Teacher Education Indiana University Bloomington, Indiana 47405Search for more papers by this authorJacqueline Gorman, Jacqueline Gorman Department of Curriculum and Teacher Education Indiana University Bloomington, Indiana 47405Search for more papers by this author Peter Kloosterman, Peter Kloosterman Department of Curriculum and Teacher Education Indiana University Bloomington, Indiana 47405Search for more papers by this authorJacqueline Gorman, Jacqueline Gorman Department of Curriculum and Teacher Education Indiana University Bloomington, Indiana 47405Search for more papers by this author First published: May‐June 1990 https://doi.org/10.1111/j.1949-8594.1990.tb17226.xCitations: 13AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume90, Issue5May‐June 1990Pages 375-382 RelatedInformation

Calculators and the Mathematics Curriculum

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.

Using a Calculator to Develop Mathematical Understanding

Calculators are slowly making their way into the elementary school mathematics classroom. Many teachers are beginning to realize their value for checking answers, exploring number patterns, problem solving, and largenumber computations. Calculators can also be very useful in developing understanding of mathematical concepts and operations.