ERIC Number: ED238729
Record Type: RIE
Publication Date: 1980-Aug
Reference Count: 0
Pedagogical Dialogs in Primary School Mathematics.
Easley, Jack, Ed.
This report resulted from work with primary grade children and teachers in Kankakee, Illinois. Essays by four resource persons and two observers are included, each expressing insights and feelings in order to share ideas with resource persons for primary mathematics teaching in other schools. A main objective is to represent the ways elementary school teachers think while teaching mathematics. The essays consider: general comments on learning and working with teachers, some difficulties experienced in teaching mathematics, classroom etiquette or management, a lesson on multiplication with fractions, lessons with Cuisenaire rods, equity in mathematics education, an overview of instructional policy, an in-service teacher training project, an idea about the mode of learning school requires, a report about a lesson on numeration, developing schema when teaching place value, and suggestions for resource persons. A list of references is included. (MNS)
Descriptors: Classroom Techniques, Cognitive Processes, Computation, Diagnostic Teaching, Discipline Problems, Elementary Education, Elementary School Mathematics, Elementary School Teachers, Error Patterns, Fractions, Inservice Teacher Education, Learning, Manipulative Materials, Mathematics Instruction, Place Value, Primary Education, Resource Staff, Sex Differences, Subtraction, Teacher Effectiveness, Teaching Methods
Publication Type: Guides - General; Opinion Papers; Collected Works - General
Education Level: N/A
Authoring Institution: Illinois Univ., Urbana. Bureau of Educational Research.
Note: Document may contain pages of marginal legibility.