Teaching Of Arithmetic Research Articles

One Point of View: You and Your “Arithmetic Teacher”

“The ARITHMETIC TEACHER … is a forum for the exchange of ideas … [on the] teaching of mathematics in grades kindergarten through eight….” This excerpt from the masthead appearing in every issue of the journal summarizes our position that the Arithmetic Teacher is your journal, and the exchange of ideas is an important reason for its publication.

How Program Planners can use the Arithmetic Teacher

How Program Planners can use the Arithmetic Teacher

Readers' Dialogue

The currency of letters to the editor of a Journal like the Arithmetic Teacher is always a problem. At the very best. four months will have elasped between the time when an article is published and the time when a letter commenting on that article can appear on the journal. Sometimes the miminum time is even greater. For example, letters about an article that appears in a January issue will almost never appear before the following fall. The publication schedule alone dictates such a spread of time, and other factors can intervene to further delay publication of a letter.

More Popsicle-Stick Multiplication

After reading the article, “Fractions and Popsicle Sticks,” by Carlisle (Arithmetic Teacher, February 1980), I decided to tell my students about the idea. I did not have an adequate supply of Popsicle sticks, but I was able to purchase some tongue depressors at a drug store. I painted some of the tongue depressors red (any color would do).

How a Resource Teacher can use the Arithmetic Teacher

Teachers at the elementary level are often overwhelmed by the diversity of subject matter they are expected to teach. Dedicated to maintaining continued professional growth, they frequently find it difficult to keep abreast of research and new developments in instruction and learning affecting all areas of the curriculum. The increased availability of materials is evidenced by the large number of professional journals and periodicals displayed in teachers' lounges and resource rooms in the elementary schools.

Cognitive Development and Children's Solutions to Verbal Arithmetic Problems

This study investigated the relationships between first-grade children's performance on Piagetian logical reasoning tasks and an information processing task, and the processes they used to solve verbal addition and subtraction problems. The problems varied systematically in semantic structure, number size, and the availability of objects to aid the solution process. Statistically significant differences in arithmetic performance between the developmental groups were found for some of the cognitive variables. The information processing variable was the cognitive ability most consistently related to accuracy of solution and use of advanced solution strategies. However, none of the cognitive abilities was required to solve the arithmetic problems or to use a given solution strategy. This calls into question the use of these cognitive tasks as readiness variables for arithmetic instruction.

National Council of Teachers of Mathematics: Committees and Representatives, 1982–83 Supplemental List

This list supplements the report “Officers, Directors, Committees, Representatives, and Executive Staff (1981–82),– which appeared in the November 1981 issues of the Arithmetic Teacher and the Mathematics Teacher.

How Teachers can use the “Arithmetic Teacher”

Featuring an article on “how teachers can use the Arithmetic Teacher” might be construed as “bringing coals to Newcastle” because the Arithmetic Teacher is published for teachers. Nonetheless, we would like to offer our readers some suggestions to enhance an already valuable mathematics resource.

More Reflections on Teaching Mathematics for Elementary School Teachers

In his article, “Some Reflections on Teaching Mathematics for Elementary School Teachers,” (November 1980 issue of the Arithmetic Teacher), Lowell Leake suggested that mathematics educators share teaching ideas, successes, and failures in courses for elementary school teachers. This article is a response to his suggestion.

How Mathematics Supervisors can use the Arithmetic Teacher

Most people I know agree that some kind of team approach is the most effective avenue to good mathematics teaching and learning. Mathematics teachers and supervisors are members of one of the kinds of teams that can produce highly effective mathematics instruction. The purpose of this article is to say something, however briefly, to mathematics supervisors about another member of the team that can make things easier and even more effective—the Arithmetic Teacher. Of course, having a team member like the AT is not just having one additional member on your team; it's a variety of additional members. Although it may be a case of stating the obvious for most supervisors, I believe it is worthwhile to briefly enumerate some of the ways in which the AT can help supervisors.

How the Media Specialist can use the Arithmetic Teacher

What can a media specialist do to promote the wealth of material available in the Arithmetic Teacher? And, should that be part of the service that the media specialist provides for the staff? The answers: a multitude of things and yes.

How Teacher Educators can use the Arithmetic Teacher

Would you want more information if you received a letter containing this announcement?

Thanks from the Editorial Panel

Several people who made significant contributions to the Arithmetic Teacher last year (1980-81) have completed their designated terms of service. Their work has been much appreciated and we are taking this way of giving public recognition to the success of their efforts.

How Principals can use the Arithmetic Teacher

How Principals can use the Arithmetic Teacher

Readers' Dialogue

The currency of letters to the editor of a journal lilte the Arithmetic teacher is always a problem. At the very best. four months will have elapsed between the time when an article is published and the time when a letter commenting on that article can appear in the journal. Sometimes the minimum time is even greater. For example, letters about an article that appears in a January issue will almost never appear before the following fall. The publication schedule alone dictates such a spread of time, and other factors can intervene to further delay publication of a letter.

Miscellany: Working Backwards to Achieve Understanding

Recently, while sorting through my file cabinet to make room for a new set of folders, I came across an article I had clipped and saved for future reference. The article, “Check Your Calculator Computations,” by Charles D. Friesen appeared in the December 1976 issue of the Arithmetic Teacher.

The Current Status of Preservice Elementary Teacher-Education Programs

In the October 1979 Arithmetic Teacher, James Fey (1979) reported on the current status of elementary school mathematics teaching as viewed through the results of a set of studies funded by the National Science Foundation (NSF).

Historische Analysen in der Mathematik — über den Sinn wissenschaftsgeschichtlicher Untersuchungen in der Mathematikdidaktik

This paper was motivated by two starting points: lack of historical investigations in the field of present mathematics education, expectation that there may be valuable but unknown parts in traditional didactics. The first part of the paper deals with some epistemological problems concerning historical investigations on mathematics education; it leads to the thesis that such investigations ought to produce challenges for the present discussion more than “well corroborated” aids for the teaching of mathematics in school. In the second part it is shown of what kind such challenges may be by discussing three examples which originate in an investigation on a German representative of elementary arithmetic education (J. Kuhnel, 1869 – 1928): What kind of science ought to be didactics of mathematics ? — Diverse theoretical embeddings of the prescription to vary the ways of solving arithmetical problems — Applied mathematics in school and a “modelistic” view of epistemology.

Strategy training: a structured approach to arithmetic instruction

Strategy training: a structured approach to arithmetic instruction

National Council of Teachers of Mathematics: Committees and Representatives, 1980-81 Supplemental List

This list supplements the report “Officers, Directors, Committees, Representatives, and Executive Staff (1980-81),” which appeared in the November 1980 issues of the Arithmetic Teacher and the Mathematics Teacher.