Use Of Concrete Materials Research Articles

Mathematics reform in the education of deaf and hard of hearing students.

In response to increased demand for competent workers who possess skills in problem solving, cooperative work, and technology, education professionals have set out to reform mathematics education. The purpose of the present study was to determine the state of mathematics reform in the education of deaf and hard of hearing students. A national survey was sent to administrators and faculty at schools for the Deaf seeking information on mathematics programs and instruction. Data were analyzed by profession (i.e., administrator, teacher) and grade level (K-4, 5-8, 9-12). Results show that some aspects of reform (e.g., problem solving, use of concrete materials) have been incorporated into the deaf education mathematics curriculum but that many 'traditional' techniques (e.g., drill and practice, rote memorization) remain in use. Data support the need for increased attention to mathematics education reform within deaf education. Recommendations are provided to professionals in the field to better prepare students for the 21st century.

劣化した港湾コンクリート構造物の非破壊検査法としてのAE計測の適用性に関する基礎的研究

The history of Japanese port and harbor construction by the use of concrete materials has more than five decades, and such a lot of concrete structures have been constructed and are in service. In order to keep these concrete structures in good service condition, a rational maintenance system is necessary. As a part of maintenance procedures, nondestructive testing of existing structures play very important roles. Considering such social and technical background, an experimental study on the application of AE (Acoustic Emission) technique as a nondestructive testing to deteriorated port and harbor concrete structures are carried out. From this experimental work, the following conclusions are derived.1) Acoustic emission behaviors of concrete under uniaxial compression are strongly related to the pore structure of the concrete.2) Acoustic emission behaviors of reinforced concrete beams under bending are related to the crack condition of concrete, even under low level bending moment.

Research into Practice: Concrete Materials and Teaching for Mathematical Understanding

Today we find common agreement that effective mathematics instruction in the elementary grades incorporates liberal use of concrete materials. Articles in the Arithmetic Teacher no longer exhort us to use concrete materials, nor does the Professional Standards for Teaching Mathematics (NCTM 1991) include a standard on the use of concrete materials. The use of concrete materials seems to be assumed unquestioningly.

Primary science education: Views from three Australian States

This paper reports an empirical study of science education in Australian primary schools. The data show that, while funding is seen as a major determinant of what is taught and how it is taught, teacher-confidence and teacher-knowledge are also important variables. Teachers are most confident with topics drawn from the biological sciences, particularly things to do with plants. With this exception there is no shared body of science education knowledge that could be used to develop a curriculum for science education. There was evidence that most teachers see a need for a hands-on approach to primary science education involving the use of concrete materials. A substantial proportion of teachers agree that some of the problems would be alleviated by having a set course together with simple, prepared kits containing sample learning experiences. Any such materials must make provision for individual teachers to capitalise on critical teaching incidents as they arise and must not undermine the professional pride that teachers have in their work.

Jar Lids—an Unusual Math Manipulative

For the past fifteen years, many educators have made an effort to incorporate the use of concrete materials into the elementary school mathematics curriculum. These manipulatives are, in fact. useful with students at all levels; however, some teachers still reject using them. The authors of both the 1985 Math Framework for California Public Schools and the 1987 Mathematics Model Curriculum Guide, K–8 recommend the use of concrete materials for all learners, including high school students and adults. Certainly, manipulative material should be used without question in the elementary grades.

Divide and Conquer: Unit Strips to the Rescue

Yours is not to reason why, just invert and multiply … that's the stuff of sterile in-struction.

Research Report: Manipulative Materials

In responses to questionnaires. most teachers indicate that they believe that manipulative materials (chips, blocks, fraction pieces, etc.) should be used for mathematics instruction. Children should be involved in the process of doing mathematics, and the use of concrete materials is integrally related to the development of meaning. As children work with objects and talk about what they're doing, they begin to see relationships— to learn mathematics.

Using a “Calculator” to Develop Basic Understandings and Meanings in Arithmetic

In the past few years, many teachers have turned more and more to the use of concrete materials to develop with children an understanding of the number system and the processes involving number relationships. Too often the teacher has put the emphasis upon abstract manipulation of number symbols rather than upon the understanding of basic concepts which should precede the use of symbols. It is important that the child understand “why” he does “what” he does.