An in-depth study about different methods of teaching mathematics to primary grade school children.
Written in 2002; 5,241 words; 21 sources; MLA; $ 130.95
Paper Summary:
The first part of the study is a review of the relevant literature. The writer explores some of the recent literature about constructivist principles and the development of techniques for enhancing problem-solving within the classroom setting. The second part of the study is a brief analysis of the literature, with a focus on limitations and recommendations for further study. Finally, the third part of this study includes a project design to be carried out in my own classroom, using principles learned from the research.
From the Paper:
"In response to unacceptable levels of mathematics achievement in the United States many groups with an interest in the teaching of mathematics have called for reform (Niemi, 1996). The calls for reform are based on recent advances in cognitive theory that call for a more constructivist view of learning (Wood & Sellers, 1996). Traditionally, mathematics instruction in the primary grades has consisted of teaching computational skills, drills, and simple word problems. Concepts now included in mathematics curricula are being changed to stress problem-solving skills, but the resources and teaching methods available to primary grade teachers are not keeping current with the new standards. In 1989, the National Council of Teachers of Mathematics (NCTM) began emphasizing the teaching of mathematical concepts and problem solving at all grade levels. In the years following, the NCTM have strengthened their stance on the inclusion of problem solving within mathematics curricula. The California Mathematics Framework also includes problem-solving instruction beginning in kindergarten. The primary focus of mathematics instruction is shifting from simple computational skills to problem-solving applications in all grade levels."
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