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It is critical for all students to learn algebra, including the ability to generalize, to function in our increasingly complex world. This pretest/intervention/posttest study of preservice elementary teachers (N = 63) in their math methods course assessed their knowledge of writing and applying algebraic generalizations using instructor-made rubrics along with analysis of work samples and reported insights. Initially, although most subjects could solve a specific case, they had considerable difficulty determining an algebraic rule. After a problem-solving-based teaching intervention, students improved in their ability to generalize, however, they encountered more difficulty with determining the algebraic generalization for items arranged in squares with additional single items as exemplified by x²+1, than with multiple sets of items, as exemplified by 4x. [ABSTRACT FROM AUTHOR]

The article focuses on a study that aims to determine the usefulness of authentic materials in understanding algebra story problems. It states that the object boxes used in this study made students recognized the significance of hands-on materials to their learning and the efficacy of concrete and visual representations of abstract concepts. It is recommended that this type of activity should be conducted during the following eighth grade year.

The article examines statements made in post-lesson reflections of elementary education preservice teachers after their first and second unassisted lessons during an early practicum experience that accompanied a mathematics methods course. The steps of reflection about practicum experiences are outlined. Factors such as student behavior, discipline, feelings and assessment anxiety of students are also discussed.

The article offers information on the study conducted on five classes of tenth grade students learning to translate word problems into equations. The study showed that using numeral, variable and operation cards to form equations was more effective than the traditional direct instruction. The students were able to manipulate the individual components of the equation and they were allowed to arrange, rearrange, read and reread the problem in comparison to the equation they created.

Preservice elementary teachers enrolled in a mathematics methods course at a mid-sized college in central New York State enriched their knowledge of mathematics instruction by participating in a true, current case study of an anonymous fifth grade student attending an urban elementary school in a neighboring county. The elementary student was two grade levels behind in math, had a history of transience and poor attendance, but was progressing well academically in other subject areas. Preservice teachers heard preliminary information about the student and responded by asking different questions to gain more information. The first author interviewed the student, her mother, and her teacher to determine the answers to these questions and to write a final case that was presented to the preservice teachers. They discussed it using guide questions and then heard the outcome (solution) of the case. Preservice teachers learned about the complexities of teaching and explored many of a student's environmental factors such as previous education, family life, and economics through investigation of the case. This investigation supports the use of a case study in the pedagogy of preservice teachers. [ABSTRACT FROM AUTHOR]

Describes a project implemented within a quadratics unit to develop connections between the real world and the algebra classroom. Features of a functions approach and project-based learning; Examples of student work; Impact of the problem-posing aspect of the project on the motivation of students.

The article focuses on the strategies for teaching teen numbers. It is essential to use place value materials, such as ten blocks, beads or wooden numerical cards in counting teen numbers because they represent the quantities of numbers. Counting can also be integrated with language arts through the use of poetry. Also, teachers could make use of kinesthetic math activities which allows movement.

This article explains how to teach long division using hands-on materials (skittles, base ten blocks, colored counters, numeral cards) and investigates reviewing division word problems with middle school students (N=27) with learning disabilities in mathematics by this approach compared to spending the same amount of time on the typical practices of computerized drill and paper/pencil work. Student performance related to division was assessed by an identical pretest/ posttest. Both groups participated in ten thirty-minute lessons during which the experimental group used place value color-coded numeral cards, counters and skittles, and the control group reviewed division with computerized practice and worksheet activities. A significant difference was found between the average gain scores of the two groups, favoring the experimental (17.1% versus 4.5%). The experimental group scored as well or better than the control group on all test sections. [ABSTRACT FROM AUTHOR]

This article explores the use of mnemonic devices for work involving graphing of solution sets to inequality statements. The most effective way to check a person's work when graphing an inequality is to try three values in the inequality to see if they do indeed produce the expected results. Effect sizes can be thought of as the average percentile standing of the average experimental participant relative to the average control participant.

This article presents information on the study of snow carried out by students and teachers at a school in Ontario. The teachers began the lessons by showing students photographs of snow banks taken in neighborhoods around the school. Students noticed the layered patterns of snow and suggested that thicker layers represented larger snowstorms. Students also made the connection to sedimentary rock layers. Besides this, students also worked in small groups to investigate the snow bank photographs and record their observations. Some students observed that salt turned the snow brown. Others attributed the darkness of the lower layers more to splashing by cars rather than to compaction because of age. The teachers during the next session examined the changing size and shape of snow banks. The students had understood the various forms snow takes.

Suggests tips for developing teaching techniques and teaching materials for children. Details on teaching alphabetizing skills; Selected books for each grade level; Creation of writing workshops for children; Views on how to take care of books.

This article presents information on the use of science object boxes that allows students to manipulate objects and make connections between everyday items and new developing concepts. A descriptive adjective object box contains ten or more related objects and a set of corresponding cards. On the front of each card is a set of words that describes the physical properties of one object. On the reverse of each card is a photograph, drawing, or outline of the correct object for self-checking. Students increase their vocabularies and observation skills as they attempt to match each object with the adjectives that describe it. Take this opportunity to teach students how to take care of materials. Model the way one carefully remove objects from the box and place them inside again. Show students how to handle objects, avoiding flexing of items or rough treatment. Using object boxes provides the opportunity for students to work independently and in small groups. Encourage kids to bring items from home to construct their own object boxes. Object boxes can also be used to teach concepts of bird adaptations.

Presents a study which focused on the effectiveness of mnemonic strategies on teaching sixth-grade students the order of operations in mathematics. Use of the PEMDAS letter strategy in the study; Comparison of the scores of students in the control condition with those in the experimental condition; Strategies used by the students for remembering content information.

• Situated mobile game engages 9–14 year olds with science center exhibits. • Game challenges exercise players creativity skills. • Gameplay increased participants' creative self-efficacy. • No gender differences in creative self-efficacy were noted. Engaging young people with exhibits in meaningful ways is a challenging proposition for museums. Adults bring children to museums and similar institutions with the intention that they enjoy an informal learning experience. In this study, a situated mobile game provides creative interactive challenges to engage participants with hands-on exhibits at a science center. From the player's perspective, the objective of the game was to exercise creativity skills in order to complete the challenges. During gameplay, players were asked to record their solutions to the challenges via photographs, audio, and video. Afterward, they reflected on the creativity they employed during the game as they made an electronic multi-media poster using the digital artifacts they created during gameplay. In addition to facilitating meaningful exhibit interaction, this study examined pre- and post- creative self-efficacy scores and participant activity preferences according to creative self-efficacy scores and gender during a three-hour visit to a science museum for 37 participants, aged 9–14. Results indicated a pre-to-post improvement in creative self-efficacy with a small effect size. Activity differences between those scoring high in creative self-efficacy and those who scored low were found. No gender differences in creative self-efficacy were noted, but boys preferred the multimedia poster work while girls preferred observations of animals and physics display interactions. Results indicated that young people with higher creative self-efficacy enjoyed playing a situated mobile game more than those with lower creative self-efficacy, and that playing a situated mobile game focused on creative activity contributed to an increase in creative self-efficacy for participants. [ABSTRACT FROM AUTHOR]

The article describes a project-based learning on algebraic instruction implemented within a quadratics unit to develop connections between the real world and the algebra classroom. The project engaged students in open-ended problem solving related to connections with mathematics where they represented their chosen objects graphically and algebraically. A functions approach for algebraic instruction that presents a mathematical relationship between two co-varying quantities and a quadratic function was discussed.