Mathematics for the middle grades: 5 - 9
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Reston, Va.
1982
|
| Schriftenreihe: | National Council of Teachers of Mathematics: Yearbook
1982. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | X, 246 S. Ill., graph. Darst. |
| ISBN: | 0873531922 |
Internformat
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| 245 | 1 | 0 | |a Mathematics for the middle grades |b 5 - 9 |c Linda Silvey |
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| 490 | 1 | |a National Council of Teachers of Mathematics: Yearbook |v 1982. | |
| 650 | 7 | |a Currículos e programas (teoria) |2 larpcal | |
| 650 | 7 | |a Educação (teoria) |2 larpcal | |
| 650 | 7 | |a Matemática (estudo e ensino) |2 larpcal | |
| 650 | 4 | |a Mathématiques - Étude et enseignement (Secondaire) | |
| 650 | 4 | |a Mathematik | |
| 650 | 4 | |a Mathematics |x Study and teaching (Secondary) | |
| 700 | 1 | |a Silvey, Linda |e Sonstige |4 oth | |
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Datensatz im Suchindex
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|---|---|
| adam_text | Table of Contents
Preface ix
Part I: Critical Issues
1. Middle Grade Mathematics: An Overview •. 1
Margariete Montague Wheeler, Northern Illinois University, De
Kalb, Illinois
Stanley J. Bezuszka, S.J., Boston College, Chestnut Hill, Mas¬
sachusetts
An introduction to the other articles in the yearbook, illustrating that
middle grade mathematics is itself a critical issue of important interest.
2. Girls and Mathematics: The Crucial Middle Grades 9
Elizabeth Fennema, University of Wisconsin—Madison, Madi¬
son, Wisconsin
A presentation of sex related differences in learning mathematics and
an exploration of some of the variables that help in understanding why
females are receiving inadequate mathematics education.
3. Help for Learning Disabled Students in the Mainstream 20
Nancy S. Bley, Park Century School for the Learning Disabled,
Santa Monica, California
Carol A. Thornton, Illinois State University, Normal, Illinois
A description of intervention techniques that are necessary for students
with specific learning disabilities and that are helpful to most other
students in the learning of mathematics.
4. Integrating Computer Literacy into the Curriculum 35
Carla J. Thompson, University of Tulsa, Tulsa, Oklahoma
Objectives, organized by strands, with suggested classsroom activities
to encourage the teaching of computer literacy either through direct
computer applications or through areas of computer awareness.
5. Developing Mental Arithmetic 50
Bill Atweh, Queensland Institute of Technology, Brisbane,
Queensland, Australia
The importance of developing the appropriate skills to enhance mental
arithmetic, including some aspects of estimation, and the relationship
of these skills to the middle grade mathematics curriculum.
iii
iv CONTENTS
6. Interpretations of Rational Number Concepts 59
Thomas R. Post, University of Minnesota, Minneapolis, Min¬
nesota
Merlyn J. Behr, Northern Illinois University, De Kalb, Illinois
Richard Lesh, Northwestern University, Evanston, Illinois
Perspectives of mathematical, psychological, and pedagogical consid¬
erations should be included in the design of a balanced instructional
program on rational number concepts.
7. Problem Solving for All Students 73
Randall I. Charles, Wood County Schools, Parkersburg, West
Virginia
Robert P. Mason, Mineral County Schools, Keyser, West Vir¬
ginia
Catherine A. White, Wood County Schools, Parkersburg, West
Virginia
A presentation of successful strategies for teaching problem solving,
including four curriculum guidelines and ten teaching actions.
Part II: Activities
8. Teaming Up on the Twenties 83
Frederic R. Burnett, Seminole County School District, Sanford,
Florida
A description of a teaching unit that combines instructional objectives
for social studies, language arts, and mathematics into a unit on the
1920s.
9. Beyond Four Walls: Mathematics in the Out of Doors 91
Rita J. Casey, Tyler Independent School District, Tyler, Texas
(with the collaboration of Evelyn J. Sowell, University of Texas at
Tyler, Tyler, Texas)
Suggestions for moving instructional activities outside the classroom to
teach such topics as measuring, mapping, graphing, and sampling.
10. Math Mapping Begins at Home 97
Bunny Crawford Hatchett, Dublin Junior High School, Dublin,
Georgia
Using local, state, and national maps, students are able to improve their
map reading ability, apply this to graphing skills, and practice working
with concepts of ratio and proportion to solve problems.
11. Graph Paper Geometry 102
William F. Burger, Oregon State University, Corvallis, Oregon
Topics include introduction to coordinates, patterns of shapes and
tessellations, and symmetry and motions through the approach of
elementary coordinate geometry.
CONTENTS V
12. Spatial Visualization 118
Glenda Lappan, Michigan State University, East Lansing, Michi¬
gan
Mary Jean Winter, Michigan State University, East Lansing,
Michigan
A sequence of activities developed for middle grade students that
enhances their ability to visualize three dimensional objects and record
two dimensional views of these objects.
13. Large Numbers and the Calculator 130
William B. Fisher, California State University, Chico, California
Jim N. Jones, California State University, Chico, California
Using an inexpensive pocket calculator, the authors present a summary
of a series of lessons that introduce the operations with large numbers
in a guided discovery approach.
14. Decimals Deserve Distinction 142
Betty K. Lichtenberg, University of South Florida, Tampa,
Florida
Donovan R. Lichtenberg, University of South Florida, Tampa,
Florida
The emphasis is on teaching the meaning of decimals, which is provided
by many concrete examples for representation, and instructional ac¬
tivities about ordering and rounding decimals.
15. Mathematics + Newspapers = Learning + Fun 153
Evelyn J. Sowell, University of Texas at Tyler, Tyler, Texas
(with the collaboration of Rita J. Casey, Tyler Independent
School District, Tyler, Texas)
Sample lessons, using newspapers, include topics of arithmetical aver¬
ages, ratios, reading and writing numbers, and prime and composite
numbers.
16. Sports Card Math 162
Opal Kuhl, Culler Junior High School, Lincoln, Nebraska
Baseball, football, and soccer cards can be used to teach concepts of
reading tables, making graphs from the given data, decimal computa¬
tion, and using formulas.
17. An Opinion Poll: A Percent Activity for All Students 166
James H. Vance, University of Victoria, Victoria, British Colum¬
bia
By using an opinion poll, the author provides an example of learning
activities that take into account individual differences among students
in a heterogeneous whole class instructional setting.
18. Using Graphics to Represent Statistics 172
Gloria Sanok, Anthony Wayne Middle School and William
Paterson College, Wayne, New Jersey
vj CONTENTS
Examples of unusual graphics, rather than the traditional graph
method, which students can use in a creative display of statistical
information.
19. Using Learning Centers in Problem Solving: Herbie and
Suzie 177
Stephen Krulik, Temple University, Philadelphia, Pennsylvania
Descriptions of two kinds of learning centers that will help students
develop the problem solving skill of determining the sufficiency of
problem data.
20. Wanted Dead or Alive: Problem solving Skills 182
Joyce Scalzitti, Summit Junior High School, Summit, New Jersey
Students can be turned on to problem solving when it is approached as
an unsolved crime or mystery and when they, the students, think of
themselves as detectives involved with elements of suspense and in¬
trigue.
21. The Flip Side of Problem Solving 188
Charles A. Reeves, Florida Department of Education, Tallahas¬
see, Florida
Presentation includes techniques to stimulate creative, divergent, orig¬
inal, and unusual problem solving strategies. These are to help inter¬
nalize deductive thought by showing the flip side.
22. Intuitive Equation solving Skills 199
Betsey S. Whitman, Florida A. M. University, Tallahassee,
Florida
The intuitive equation solving skills presented are designed to provide
a general familiarity with quantitative statements and increase some of
the problem solving skills that students may be lacking.
Part III: Games, Contests, and Student Presentations
23. Using Games to Teach Fraction Concepts and Skills 205
George W. Bright, Northern Illinois University, De Kalb, Illinois
John G. Harvey, University of Wisconsin—Madison, Madison,
Wisconsin
The four games presented are useful in reinforcing concepts of ordering
common or decimal fractions, operations with decimal fractions, and
identifying common fraction equivalents of each other and of decimals
and percents.
24. SCINO: A Game on Scientific Notation 217
William J. Collins, Syracuse City School District, Syracuse, New
York
SCINO is a game that allows students to practice the translation of a
number from scientific notation to standard form and to be able then to
recognize the interval within which that number falls.
CONTENTS vii
25. Variations of a Game as a Strategy for Teaching Skills 220
Bat Sheva Hani, Weizmann Institute of Science, Rehovot, Israel
Naomi Taizi, Weizmann Institute of Science, Rehovot, Israel
Maxim Bruckheimer, Weizmann Institute of Science, Rehovot,
Israel
By modifying an existing game, Steeplechase, the authors developed a
unit to teach concepts of beginning algebra, algebraic expressions, and
substitution. Suggestions also include adaptations for various ability
levels.
26. Organize a Math Games Tournament! 226
John C. del Regato, University of Evansville, Evansville, Indiana
Discussion includes determining what kind of an event, criteria for
game selection or development, who should be involved in organizing
the tournament, and suggested guidelines and time line.
27. A Mathematics Carnival 232
Joan Michael Eschner, East Seneca Junior High School, West
Seneca, New York
Betty J. Krist, East Seneca Junior High School, West Seneca, New
York
Descriptions of the organizational activities (including time line) and
actual student developed carnivallike games based on mathematical
concepts.
28. A Mathematics Fair 239
Judy Day, Newport Beach, California
Joan McNichols, Newport Beach, California
Jeanne Robb, Newport Beach, California
Using activity cards, student teams can create mathematics projects
that can then be displayed and presented to family, friends, and other
classes within the school.
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| physical | X, 246 S. Ill., graph. Darst. |
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| series | National Council of Teachers of Mathematics: Yearbook |
| series2 | National Council of Teachers of Mathematics: Yearbook |
| spelling | Mathematics for the middle grades 5 - 9 Linda Silvey Reston, Va. 1982 X, 246 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier National Council of Teachers of Mathematics: Yearbook 1982. Currículos e programas (teoria) larpcal Educação (teoria) larpcal Matemática (estudo e ensino) larpcal Mathématiques - Étude et enseignement (Secondaire) Mathematik Mathematics Study and teaching (Secondary) Silvey, Linda Sonstige oth National Council of Teachers of Mathematics: Yearbook 1982. (DE-604)BV002779092 1982 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=005326719&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Mathematics for the middle grades 5 - 9 National Council of Teachers of Mathematics: Yearbook Currículos e programas (teoria) larpcal Educação (teoria) larpcal Matemática (estudo e ensino) larpcal Mathématiques - Étude et enseignement (Secondaire) Mathematik Mathematics Study and teaching (Secondary) |
| title | Mathematics for the middle grades 5 - 9 |
| title_auth | Mathematics for the middle grades 5 - 9 |
| title_exact_search | Mathematics for the middle grades 5 - 9 |
| title_full | Mathematics for the middle grades 5 - 9 Linda Silvey |
| title_fullStr | Mathematics for the middle grades 5 - 9 Linda Silvey |
| title_full_unstemmed | Mathematics for the middle grades 5 - 9 Linda Silvey |
| title_short | Mathematics for the middle grades |
| title_sort | mathematics for the middle grades 5 9 |
| title_sub | 5 - 9 |
| topic | Currículos e programas (teoria) larpcal Educação (teoria) larpcal Matemática (estudo e ensino) larpcal Mathématiques - Étude et enseignement (Secondaire) Mathematik Mathematics Study and teaching (Secondary) |
| topic_facet | Currículos e programas (teoria) Educação (teoria) Matemática (estudo e ensino) Mathématiques - Étude et enseignement (Secondaire) Mathematik Mathematics Study and teaching (Secondary) |
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