Academic literature on the topic 'Arithmetic textbook'
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Journal articles on the topic "Arithmetic textbook"
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Flanders, James R. "Textbooks, Teachers, and the SIMS Test." Journal for Research in Mathematics Education 25, no. 3 (1994): 260–78. http://dx.doi.org/10.5951/jresematheduc.25.3.0260.
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This article is a report of a study of relationships between intended, implemented, and tested curricula of 84 classes of United States eighth-grade mathematics students in 1981–82. It is based on data from the Second International Mathematics Study (SIMS, Population A) and the SIMS test: 180 multiple-choice questions covering topics in arithmetic, algebra, geometry, measurement, and statistics. The study focused on three areas: (a) coverage of the SIMS test items in six nonalgebra textbooks, (b) teacher reports of whether students had the opportunity to learn the SIMS items, and (c) teacher expectations for student success on the SIMS items. Of special concern was the challenge presented to students as measured by textbook and teacher coverage of new, versus reviewed, mathematics topics.The analysis indicated that the SIMS test for eighth graders was not representative of the curriculum defined by students' texts. The books were heavily biased toward a review of arithmetic and away from algebra or geometry items. Items new to texts were among the least covered. Teacher expectations for student success mirrored the textbook coverage of SIMS items and indicated a high degree of reliance on textbooks for topic sequencing. Teachers using nonbasal texts had higher expectations than teachers of basal texts. Teachers reported that they taught more old items than new items and more arithmetic and algebra items than geometry, measurement, or statistics items.
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Wijayanti, Dyana, and Carl Winslow. "Mathematical practice in textbooks analysis: Praxeological reference models, the case of proportion." Journal of Research in Mathematics Education 6, no. 3 (2017): 307. http://dx.doi.org/10.17583/redimat.2017.2078.
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We present a new method in textbook analysis, based on so-called praxeological reference models focused on specific content at task level. This method implies that the mathematical contents of a textbook (or textbook part) is analyzed in terms of the tasks and techniques which are exposed to or demanded from readers; this can then be interpreted and complemented by a discussion of the discursive and theoretical level of the text. The praxeological reference model is formed by the analyst to categorize various elements of the text, in particular the tasks and techniques which it explains or requires from readers. We demonstrate the methodological features of this approach by analyzing examples and exercises in three Indonesian textbooks, focusing on the chapters dealing with arithmetic proportion (defined theoretically by the model). We also illustrate how this rigorous analysis can be used to provide a quantitative “profile” of textbooks within a topic.
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Chirkova, Natal'ya. "The Possibilities of Arithmetic of L.F. Magnitsky in Stimulating Professional Self-Development of Future Teachers." Profession-Oriented School 8, no. 2 (2020): 23–30. http://dx.doi.org/10.12737/1998-0744-2020-23-30.
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The preparation of future primary school teachers includes the analysis of textbooks and teaching aids in mathematics. The first domestic printed textbook on mathematics in Russia — “Arithmetic” by L.F. Magnitsky. The article describes the educational potential of this book as a source of methodological and mathematical knowledge, and as a means of stimulating professional self-development of students. The contents of a professionally oriented project aimed at introducing this book and its creator are disclosed.
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Oliveira, Marcus Aldenisson, and Ilka Miglio Mesquita. "A Aritmética Intuitiva do curso primário lida em livro didático: como ensinar número e cálculo?" Perspectiva 33, no. 1 (2016): 403. http://dx.doi.org/10.5007/perspectiva.v33i1.34851.
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<p>http://dx.doi.org/10.5007/2175-795X.2014v33n1p403</p><p>Neste artigo, objetiva-se compreender a proposta metodológica utilizada para ensinar Aritmética em escolas primárias dos anos Oitocentos, no tempo da vaga pedagógica intuitiva. Para tal compreensão, toma-se como fonte privilegiada a Arithmetica Primária, de Antônio Bandeira Trajano, nos anos 1889/1890. Dessa forma, interessa saber: como a Arithmetica Primária apresentou uma proposta intuitiva para ensinar a contar e a calcular? A primeira parte do artigo concentra-se em analisar o livro <br />didático como fonte de investigação e sua relevância enquanto objeto de pesquisa. Em seguida, foca-se nos elementos que materializam o livro em questão a partir de sua desestruturação/desmontagem, tendo em vista a perspectiva de análise proposta pelo historiador Jacques Le Goff (1994). Por fim, apresenta-se como se configurou a proposta intuitiva para ensinar a contar e a calcular, através da análise das páginas da Arithmetica Primária. A análise revelou que a proposta intuitiva para o ensino de número e cálculo conferiu outros realces à Aritmética do curso primário: o apelo à observação, manipulação, experimentação, comparação e prática.</p><p> </p><p><strong><em>Intuitive Arithmetic</em></strong><strong> primary course read in textbook: how to teach number and calculation?</strong></p><p><strong> </strong><strong>Abstract</strong></p><p>In this article the objective is to understand the methodological approach used to teach arithmetic in primary schools of the nineteenth century, when the intuitive teaching vacancy was used. For such an understanding, it is taken as an important source Antonio Bandeira Trajano´s Primary Arithmetica (<em>Arithmetica Primária</em>) in the years 1889/90. Thus, it is important to know: how Primary Arithmetic presented an intuitive proposal to teach counting and calculating? The first part of the article focuses on analyzing the textbook as a research source and its relevance as a research object. Then the article focuses on the elements that materialize the book in question from its loss of structure / dismantlement, bearing in mind the analytical perspective proposed by historian Jacques Le Goff. Finally, it appears as it was configured the intuitive proposal to teach counting and calculating, by analyzing the pages of Primary Arithmetic. The Analysis showed that the intuitive proposal for teaching number and calculation gave other enhancements to the arithmetic of elementary school: the appeal to observation, manipulation, experimentation, comparison and practice.</p><p><strong>Keywords</strong>: Arithmetic. Primary School. Textbook.</p><p class="western"> </p><p class="western"><strong>Aritmética Intuitiva del curso primario a partir del libro didáctico: ¿cómo enseñar el número y el cálculo?</strong></p><p class="western"> <strong>Resumen</strong></p><p class="western">El objetivo es comprender el enfoque metodológico utilizado para enseñar aritmética en las escuelas primarias del siglo XIX, a los tiempos de vacante enseñanza intuitiva. Para tal comprensión, nos referenciamos en una importante fuente Primaria Arithmetica (Arithmetica Primária), de Antonio Bandera Trajano [1889?], en los años 1889/90. Surge la pregunta: ¿cómo la Arithmetica Primaria presentó una propuesta intuitiva para enseñar a contar y calcular? La primera parte del artículo se centra en el análisis de los libros de texto como fuente de investigación y su relevancia como objeto de investigación. Luego se centra en los elementos que materializan el libro en cuestión, su deconstrucción / desmontaje, teniendo en cuenta la perspectiva de análisis propuesto por el historiador Jacques Le Goff (1994). Por último, se presenta como se configuró la propuesta intuitiva para enseñar a contar y calcular, mediante el análisis de las páginas Arithmetica Primaria. El análisis mostró que la propuesta intuitiva para la enseñanza del número y el cálculo otorgó otras mejoras a la aritmética de la escuela primaria: la apelación a la observación, manipulación, experimentación, comparación y práctica.</p><p class="western"><strong>Palabras claves:</strong> Aritmética. Escuelas primarias. Libros didácticos. </p>
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Kirova, Gabriela. "COMPARATIVE ANALYSIS OF THE GEOMETRICAL CONTENT IN THE NEW BULGARIAN TEXTBOOKS OF MATHEMATICS FOR THIRD GRADE." Knowledge International Journal 28, no. 3 (2018): 991–96. http://dx.doi.org/10.35120/kij2803991g.
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Starting with 2018/2019 school year in Bulgaria, the math education in the third grade is implemented through new training kits. They were developed on the basis of the new third-grade mathematics curriculum, approved by Order No. РД 09-1093 / 25.01.2017 of the Minister of Education and Science, Annex No. 8, supplemented by Order No. РД 09-2555 / 15.06.2018 of the Minister of Education and Science. Training kits are approved by the Ministry of Education and Science and are 7 in total. Geometric learning content in new math textbooks is the second most important element after arithmetic content. It is combined with the arithmetic learning content, and by this the foundation of the successful study of geometry in the next school grades is laid. The new geometry knowledge that is included in the third grade curriculum is the following: straight line, curve, beam, angle, right angle, obtuse angle, acute angle, right triangle, acute triangle, obtuse triangle; naming geometric figures with Latin alphabet letters [11]78. It is important in a modern mathematics textbook to have a rich and varied geometric content. It is important that the new types of geometry tasks are introduced with rich visualization using a specific-inductive approach. The relative number of tasks of a given type is an important prerequisite for the successful formation and improvement of skills for solving geometric problems in pupils at the age of 9-10. This article will present a comparative analysis of the geometric content in the seven approved Bulgarian third-grade mathematics textbooks, which are used in the mass practice of this school year. For the purpose of the study, a classification of all types of tasks and exercises with geometric content has been developed. Then the tasks in the seven textbooks are systematized by the so chosen classification. The data are statistically processed taking into account the relative share of tasks of each type within a textbook, as well as a comparison between the relative shares of the geometric tasks in the different textbooks. The established differences in the number and relative share of different types of geometric tasks make it possible for the analyzed textbooks to be ranked. Such a study has not been published so far. It has a relation to the assessment of the quality of the textbooks offered. The conclusions formulated in this article can help primary teachers in their choice of textbooks to teach to their third grade students.
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Noddings, Nel. "Biographical Sketch: William Brownell and the Search for Meaning." Journal for Research in Mathematics Education 25, no. 5 (1994): 524–25. http://dx.doi.org/10.5951/jresematheduc.25.5.0524.
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William Brownell had a distinguished career as a mathematics educator, arithmetic textbook writer, and educational researcher. He was an active member of NCTM and many other professional organizations and served for some years as Director of the National Society for the Study of Education and as president of AERA in 1938.
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Kravchenko, Oksana, Nataliia Pyzhianova, Uliya Pidvalna, and Iryna Reznichenko. "Educational activity of P. Kulish: book publishing and folklore preservation." Revista Amazonia Investiga 9, no. 26 (2020): 282–90. http://dx.doi.org/10.34069/ai/2020.26.02.32.
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This article is devoted to the study of the educational activities of P. Kulish, which consisted in the creation of Ukrainian educational literature, preservation of monuments of national folklore. The following scientific research methods were used in the preparation of the article: method of generalization, method of comparisons and analogies, chronological and induction method. They pay attention to the analysis of the historical work called «The story about Ukrainian people». It was noted that it was one of the first educational books on the history of Ukraine, which, along with descriptions of historical events, included folklore material, taking into account some folk songs translated into Russian. The structure and content of the textbook for teaching grammar in the Ukrainian language “Gramatka” are examined in detail in the article. It is stated that the textbook contains a preface, twelve sections. The textbook's teaching material covers not only reading and writing skills, but also arithmetic, general historical science information. Also, for the first time, samples of oral folk art and other folk monuments were used as educational material. The results of the analysis of P. Kulish's textbook “Gramatka” suggest that it implements the basic functions of the textbook, namely: information, development and education. The textbook is clearly structured, it contains basic and additional texts, illustrations, various types of tasks and exercises. The authors point to P. Kulish's key role in publishing literary works of Ukrainian writers in separate brochures. It is noted that the creation and spread of religious works in the mother tongue was an important element in raising the overall educational level of the Ukrainian people. The results of the study indicate that P. Kulish's educational activities in the native language were effective through the means of educational, religious and popular science literature.
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Basir, Mochamad Abdul, and Mohamad Aminudin. "Pengembangan Buku Teks Matematika berbasis Investigasi untuk Meningkatkan Penalaran Aljabar." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 4, no. 1 (2020): 53. http://dx.doi.org/10.31331/medivesveteran.v4i1.1016.
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Aljabar merupakan generalisasi aritmatika sehingga dijadikan sebagai titik awal pembelajaran matematika tingkat lanjut. Meski aljabar sangat penting namun siswa memiliki banyak kendala dalam mempelajari aljabar. penelitian pengembangan ini bertujuan untuk mengembangkan buku teks matematika berbasis investigasi dalam meningkatkan kemampuan penalaran aljabar siswa. Tujuan dari buku teks matematika adalah untuk memfasilitasi siswa menyelidiki masalah dalam materi Persamaan Kuadrat. Penelitian pengembangan menggunakan model Four-D yang dimodifikasi diantaranya Define (identifikasi dan pengembangan struktur model bahan ajar), Desain (desain buku teks untuk mendapatkan prototipe yang sesuai dengan pembelajaran yang akan dilakukan), Develop (Pengembangan draft buku teks berdasarkan ahli diperoleh dari uji coba lapangan). Untuk tahap DIseminate pada tahap ini tidak dilakukan. Pada setiap tahappengembangan berisi kegiatan yang menunjukkan adanya urutan langkah-langkah kegiatan. Khususnya, dalam tahap Develop berisi siklus kegiatan. Prosedur penelitian ini dimulai dengan tahap awal studi mendalam tentang eksplorasi kebutuhan buku teks yang dilakukan sebagai cara mengatasi kesalahpahaman siswa dalam menyelesaikan masalah persamaan kuadrat melalui investigasi untuk meningkatkan penalaran aljabar. Langkah selanjutnya adalah menyusun buku teks matematika berbasis investigasi. Buku teks yang dihasilkan divalidasi oleh para ahli dalam pendidikan matematika dan para ahli dalam buku teks matematika. Buku teks diuji secara terbatas untuk mengetahui kepraktisan buku teks. Alhasil dalam penelitian ini diperoleh buku teks matematika berbasis investigasi yang valid dan praktis.
Kata kunci: analisis, struktur kognitif, berpikir matematis, bilangan bulat,
ABSTRACT
The algebraic concept is a generalization of arithmetic so that it is used as an entry point in further learning mathematics. Thus algebra is important. However students have many obstacles in learning algebra. This is development research to develop mathematics textbooks to improve students' algebraic reasoning abilities. The purpose of mathematics textbooks is to facilitate students investigate problems in the material of Quadratic Equations. This development study used a modified Four-D model include Define (identification and development of instructional material model structures), Design (textbook design to obtain prototypes that are appropriate to the learning to be carried out), Develop (Improved draft textbooks based on expert input and data obtained from field trials). At each stage contains activities that indicate the existence of a sequence of steps of activity. Especifically, in the Develop stage contains the activity cycle. The procedure of this study begin with the early stages an in-depth study of the exploration of the needs of textbooks was carried out as a means of overcoming students' misconceptions in solving investigative quadratic equation problems to improve algebraic reasoning abilities. The next step is to compile a textbook that is presented in print media. The resulting textbooks were validated by experts in mathematics education and experts in mathematics textbook. After that the textbook tested in a limited way through developmental experimental studies to study the practicality of textbooks. As a result this study can obtain a valid and practical textbook has obtained.
Keywords: Algebraic Reasoning, Investigation, mathematics Textbooks
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Wood, Terry, and Patricia Sellers. "Deepening the Analysis: Longitudinal Assessment of a Problem-Centered Mathematics Program." Journal for Research in Mathematics Education 28, no. 2 (1997): 163–86. http://dx.doi.org/10.5951/jresematheduc.28.2.0163.
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Longitudinal analyses of the mathematical achievement and beliefs of 3 groups of elementary pupils are presented. The groups consist of those students who had received 2 years of problem-centered mathematics instruction, those who had received 1 year, and those who had received textbook instruction. Comparisons are made for the groups using a standardized norm-referenced achievement test from first through fourth grade. Next, student comparisons are made using instruments developed to measure conceptual understanding of arithmetic and beliefs and motivation for learning mathematics. The results of the analyses indicate that after 2 years in problem-centered classes, students have significantly higher achievement on standardized achievement measures, better conceptual understanding, and more task-oriented beliefs for learning mathematics than do those in textbook instruction. In addition, these differences remain after problem-centered students return to classes using textbook instruction. Comparisons of pupils in problem-centered classes for only 1 year reveal that after returning to textbook instruction, these students' mathematical achievement and beliefs are more similar to the textbook group. Also included are exploratory analyses of the pedagogical beliefs held by teachers before and after teaching in problem-centered classes, and those held by teachers in textbook classes. The results of the student and teacher analyses are interpreted in light of research on children's construction of nonstandard algorithms and the nature of classroom environments.
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SUGA, Shuichi, Naoko TATSUNO, Saeda FUJIMURA, and Yufuki TERAMASU. "Statistics on Hygienic Conditions in the Arithmetic Textbook “Jinjo Shogaku Sanjutsu” ‹Midori Byoshi›." Igaku Toshokan 55, no. 1 (2008): 50–55. http://dx.doi.org/10.7142/igakutoshokan.55.50.
Full textDissertations / Theses on the topic "Arithmetic textbook"
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Santos, Daiane de Santana. "Um exame da proposta de Antônio Bandeira Trajano em manuais de aritmética para o ensino primário : em busca de indícios do método intuitivo de Calkins." Pós-Graduação em Ensino de Ciências e Matemática, 2018. http://ri.ufs.br/jspui/handle/riufs/8302.
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In this text are presented results of a research whose objective was to identify indications of appropriations of the intuitive method of Calkins in the Arithmetic textbooks for primary school, by Antônio Bandeira Trajano. For this, at first, we read Primeiras Lições de Coisas by Calkins (1886) and appropriated about the intuitive method presents in this textbook. After that, we examined the 126ª edition of the Aritmética Elementar Ilustrada (1951) and 12ª of the Arithmetica Primaria (undated). Its important to say that we know that there are other authors that talking about intuitive method, but we choice Calkins because the researchers referred to this author for take Antônio Trajano works as sources. Moreover, the theoretical contribution came from Silva (2005) about textbook, Bloch (2001) to talking about sources and Valente (2013) about history of mathematical education. Thus, from the examination it was identified a proposal linked for questions in the beginning of each approaches about the four mathematical operations in Aritmética Primária, its about encourage the students to make use of principles such as perception, observation, sense of sight, classification and comparison of things presented in the images. Nonetheless, we thinking that is not applied to Aritmética Elementar Ilustrada, because we didn‟t identify the same indications about the intuitive method mentioned before. Besides, we verified that there are similarities between Lições de adição escrita, Lições para ensinar a diminuir e Lições para ensinar a dividir, defended by Calkins (1886), and the proposal of the operations presented by Antônio Trajano.Neste trabalho é apresentado o resultado de uma pesquisa que teve por objetivo identificar indícios do método intuitivo de Calkins nos manuais de Aritmética para o ensino primário do autor Antônio Bandeira Trajano. Para tanto, realizamos, no primeiro momento, leituras do manual Primeiras Lições de Coisas de Calkins (1886), e em seguida, tomamos os princípios e as lições acerca do método intuitivo defendido no referido manual como embasamento para efetuarmos o exame da 126.ª edição da Aritmética Elementar Ilustrada e da 12.ª edição da Arithmetica Primaria, referentes ao ano de 1951 e s/d, respectivamente. Convém ressaltar que apesar de existir outros teóricos que tratam sobre o método intuitivo, a escolha por utilizar Calkins se deve ao fato de termos identificado que outros pesquisadores fizeram referência a esse autor ao tomar as obras de Antônio Trajano como fonte. Além de Calkins, também foram adotados os entendimentos de Silva (2005) para definir o termo manual, Bloch (2001) sobre o trabalho com as fontes e Valente (2013) para tratar sobre as produções voltadas para uma perspectiva da história da educação matemática. Assim, a partir do exame realizado foi possível constatar, no início de cada abordagem das quatro operações apresentada na Arithmetica Primaria, uma proposta voltada para questionamentos, que estimulavam os alunos a fazer uso de princípios tais como percepção, observação, sentido da visão, classificação e comparação das coisas apresentadas nas imagens. Mas, a nosso ver, tal constatação não se aplica a Aritmética Elementar Ilustrada, pois não identificamos, nesta obra, os mesmos indícios de uso dos princípios do método intuitivo mencionados anteriormente. Além disso, verificamos que existem algumas semelhanças entre as Lições de adição escrita, Lições para ensinar a diminuir e Lições para ensinar a dividir, defendidas por Calkins (1886), e a proposta das operações apresentada por Antônio Trajano.
São Cristóvão, SE
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Andersson, Frida. "Hur matematikläroböcker presenterar räknelagar och räkneregler." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Matematikdidaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30767.
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Läroboken styr till stor del vilket innehåll som behandlas i matematikundervisningen. Med detta i åtanke har fem svenska läroboksserier har utsatts för en latent och manifest innehållsanalys av hur de presenterar de aritmetiska räknelagarna och räknereglerna. I studien framkommer både kvantitativ och kvalitativ data. Den kvantitativa datan indikerar att få läroboksserier tar upp associativa och distributiva lagen explicit. Den kvalitativa datan pekar på att räknelagarna ofta beskrivs i andra sammanhang. Flera exempel i läroböckerna gör generaliseringar som riskerar leda till begränsad förståelse för räknelagarna och räknereglerna.In mathematics education textbooks to a large extent determine what is offered for students to be learnt. With this in mind, in this study, five Swedish textbooks series is reviewed in a latent and manifest content analysis approach where both quantitative and qualitative data is presented. The result of the quantitative data indicate that only a few textbooks series mentions the associative and distributive law in explicit manners. The result of the qualitative data shows that the basic laws of arithmetic is often described in other contexts. Many examples in the textbooks makes generalizations that may lead to limited understanding of the basic laws and rules of arithmetic.
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Lapa, Clésia Maria dos Santos. "O Ensino de fração e seus diferentes significado: um estudo a partir do livro didático A Conquista da Matemática e dos registros dos cadernos de alunos do 7º ano da rede municipal de Aracaju/SE." Pós-Graduação em Ensino de Ciências e Matemática, 2013. https://ri.ufs.br/handle/riufs/5161.
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This research investigates the five meanings of fraction in the 7th grade level of the municipal Aracaju / SE from the textbook used by most teachers of mathematics and records of the notebooks of students taking as theoretical five meanings fraction: Measure Number, Multiplicative Operator, Part-whole and quotient defended by Nunes et al (2003) from the assumptions of the conceptual fields of Vergnaud (1996). The study sought to answer the following specific questions: Whether and how the five meanings fraction are emphasized in the activities proposed by the textbook The Conquest of Mathematics (GIOVANNI JR; Castrucci, 2009) 7th grade level? Whether and how the contract of Year 7 students in the municipal Aracaju / SE include the five meanings fraction? Therefore, it becomes an instrument of data collection the textbook - LD - The Conquest of Mathematics (GIOVANNI JR; Castrucci, 2009) 7th grade adopted by seventeen (17) of the twenty two (22) municipal schools education that meet the final years of elementary school, as well as the records of two (02) Mathematics notebook of students from each of the fifteen (15) teachers participating in the research. Through a qualitative approach to assessing such instruments followed the principles of content analysis (Bardin, 2010). Among the obtained results we highlight that in LD the most emphasized result was e Multiplicative Operator (50.51%) followed by the number (36.36%), Part-whole (7.07%) and Measure (6.06%). These indices differ from the records of students notebooks given that the meaning was emphasized by a number of twelve (12) teachers for a total of 66.06% of the questions, while the Operator Multiplicative was emphasized by ten (10) teachers totaling only 20.18%. The meaning of Part-whole was worked on 8.26% of the activities and measured in at only 5.50% of the questions put to the students. In what refers to the representation variables and quantity observed that both the LD as the records of students notebooks remains predominantly the percentage of variable iconic representation not with 69.70% of the activities of LD and 77.78% of records the notebooks of the students and the continuous variable with 64.65% of the activities proposed by LD and 78.17% of the activities developed by teachers. Regarding the significance quotient observed no occurrence both the LD as the records of students on the rolls.Esta pesquisa investiga os cinco significados de fração no 7º ano do ensino fundamental da rede municipal de Aracaju/SE a partir do livro didático mais utilizado pelos professores de Matemática e dos registros dos cadernos dos alunos tomando como referencial teórico os cinco significados de fração: Medida, Número, Operador Multiplicativo, Parte-todo e Quociente defendidos por Nunes et al (2003) a partir dos pressupostos dos campos conceituais de Vergnaud (1996). O estudo procurou responder as seguintes questões específicas: Se e como os cinco significados de fração são enfatizados nas atividades propostas pelo livro didático A Conquista da Matemática (GIOVANNI JÚNIOR; CASTRUCCI, 2009) do 7º ano do ensino fundamental? Se e como os cadernos de alunos do 7º ano da rede municipal de Aracaju/SE contemplam os cinco significados de fração? Para tanto, toma-se como instrumento de coleta de dados o livro didático - LD - A Conquista da Matemática (GIOVANNI JÚNIOR; CASTRUCCI, 2009) do 7º ano adotado por dezessete (17) das vinte e duas (22) escolas da rede municipal de ensino que atendem aos anos finais do ensino fundamental, bem como os registros de dois (02) cadernos de Matemática dos alunos de cada um dos quinze (15) professores participantes da pesquisa. Por meio de uma abordagem qualitativa a apreciação de tais instrumentos seguiu os princípios da análise de conteúdo (BARDIN, 2010). Entre os resultados obtidos destacamos que no LD o significado mais enfatizado foi o Operador Multiplicativo (50,51%) seguido pelo Número (36,36%), Parte-todo (7,07%) e Medida (6,06%). Tais índices divergem dos registros dos cadernos dos alunos tendo em vista que o significado Número foi ressaltado por doze (12) professores perfazendo um total de 66,06% das questões, enquanto que o Operador Multiplicativo foi enfatizado por dez (10) docentes totalizando apenas 20,18%. O significado Parte-todo foi trabalhado em 8,26% das atividades e Medida em somente 5,50% das questões propostas aos alunos. Já no que se refere às variáveis de representação e de quantidade observamos que tanto o LD quanto os registros dos cadernos dos alunos mantém predominantemente os percentuais da variável de representação não icônica com 69,70% das atividades do LD e 77,78% dos registros nos cadernos dos alunos e na variável contínua com 64,65% das atividades propostas pelo LD e 78,17% das atividades desenvolvidas pelos professores. Em relação ao significado Quociente não observamos nenhuma ocorrência tanto o LD quanto os registros nos cadernos de alunos.
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Costa, David Antonio da. "A Aritmética Escolar no ensino primário brasileiro: 1890-1946." reponame:Repositório Institucional da UFSC, 2010. http://repositorio.ufsc.br/xmlui/handle/123456789/1792.
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Esta tese analise a trajetória um saber escolar: a Aritmética no curso primário brasileiro. Em específico, trata das transformações ocorridas com o conceito de número no período 1890-1946. Essa delimitação temporal considera o marco da instalação dos grupos escolares em São Paulo, indo à promulgação da Lei Orgânica do Ensino Primário. A investigação toma como fontes privilegiadas de pesquisa os livros didáticos. O instrumental teórico-metodológico utilizado tem origem nos estudos históricos culturais, em particular, no campo da História das Disciplinas Escolares inaugurado por André Chervel. Os resultados do trabalho apontam para as transformações ocorridas com a aritmética do ensino primário, e com o conceito de número, a partir das influências da Psicologia na Educação.
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WEI, YI TING, and 易庭緯. "Content Analysis of Elementary School Mathematics Textbook: Four Arithmetic Operations." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/00739618974100847420.
Full textAbstract:
碩士國立新竹教育大學
數理教育研究所
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This study aimed to analyze teaching material for four arithmetic fundamental operations. The study was to find out context of concepts and problem posing analysis from the four versions of elementary school mathematics textbook. Objects of this study were the 9-year Integrated Curriculum elementary school mathematics textbooks and workbooks, including Kang-Hsuan, Nan-Yi, Han-Lin and national-edition. The method of research is “content analysis”, the research unit is the first question of problem posing from each sub-concepts. Problem posing was analyzed by semantic structure of contextual problems and bare problems, number magnitude and four arithmetic fundamental operations symbol. Teaching material context was analyzed by “four arithmetic fundamental operations” from every version, including “Division and multiplication must be completed before addition and subtraction”, “calculate from left to right”, “do everything in parentheses first”, “ combine formula”, ” subtract elements”, “distributive law” and “associative law.” The findings of this study were as follows, Parts of problem posing: (1) Most of the four versions varied four arithmetic fundamental operations from simple questions. (2) Numbers of addition, subtraction, multiplication and division questions were average in every version. (3) Contextual problems of Kang-Hsuan and Han-Lin versions were more multiple; National-edition shows bare problems the most. (4) The Chinese word “一” and Arabic numeral “1” were shown in one question at the same time. Parts of teaching material context (1) Three of four arithmetic fundamental operations did not broach the concept of “Division and multiplication must be completed before addition and subtraction” first. (2) Critical questioning of each version was peculiar and characteristic. (3) Concept broaching ways: Kang-Hsuan version was result-comparing; National-edition version declares result directly; Nan-Yi and Han-Lin versions include these two ways.
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Bai-Jeng, You, and 尤百正. "Comparing mathematics textbooks of first and second grade dealing with the concept of integer and four arithmetical operations." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/36923336204928945110.
Full textBooks on the topic "Arithmetic textbook"
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Carver, Angela R. How to calculate drug dosages: A ready reference and textbook. 2nd ed. Medical Economics Books, 1987.
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Motz, Lloyd. Conquering mathematics: From arithmetic to calculus. Plenum Press, 1991.
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T, Willis Alden, and Lazaris Jeanne 1932-, eds. Essential arithmetic. 7th ed. PWS Pub., 1995.
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Johnston, C. L. Essential arithmetic. 5th ed. Wadsworth Pub. Co., 1988.
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Johnston, C. L. Essential arithmetic. 6th ed. Wadsworth Pub. Co., 1991.
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Johnston, C. L. Essential arithmetic. 6th ed. PWS-KENT Publishing Co., 1992.
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Milne, William J. Progressive arithmetic: Third book. Morang Educational Co., 1995.
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Milne, William J. Progressive arithmetic: First book. Morang Educational Co., 1995.
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Milne, William J. Progressive arithmetic: Second book. Morang Educational Co., 1995.
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Suhak. Kyoyuk Tosŏ Chʻulpʻansa, 2003.
Book chapters on the topic "Arithmetic textbook"
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Stoyan, Gisbert, and Agnes Baran. "Floating Point Arithmetic." In Compact Textbooks in Mathematics. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44660-8_1.
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Yeap, Ban-Har, Beverly J. Ferrucci, and Jack A. Carter. "Comparative Study of Arithmetic Problems in Singaporean and American Mathematics Textbooks." In Mathematics Education in Different Cultural Traditions-A Comparative Study of East Asia and the West. Springer US, 2006. http://dx.doi.org/10.1007/0-387-29723-5_13.
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Oller-Marcén, Antonio M., and Vicente Meavilla-Seguí. "Arithmetic in the Spanish Army at the End of the 19th Century: The Textbooks by Salinas and Benítez." In ICME-13 Monographs. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68294-5_9.
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Olfos, Raimundo, Masami Isoda, and Soledad Estrella. "Multiplication of Whole Numbers in the Curriculum: Singapore, Japan, Portugal, the USA, Mexico, Brazil, and Chile." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_2.
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AbstractThis chapter shows how the teaching of multiplication is structured in national curriculum standards (programs) around the world. (The documents are distributed by national governments via the web. Those documents are written in different formats and depths. For understanding the descriptions of the standards, we also refer to national authorized textbooks for confirmation of meanings.) The countries chosen for comparison in this case are two countries in Asia, one in Europe, two in North America, and two in South America: Singapore, Japan, Portugal, the USA (where the Common Core State Standards (2010) are not national but are agreed on by most of the states), Mexico, Brazil, and Chile, from the viewpoint of their influences on Ibero-American countries. (The National Council of Teachers of Mathematics (NCTM) standards (published in 2000) and the Japanese and Singapore textbooks have been influential in Latin America. Additionally, Portugal was selected to be compared with Brazil). To distinguish between each country’s standard and the general standards described here, the national curriculum standards are just called the “program.” The comparison shows the differences in the programs for multiplication in these countries in relation to the sequence of the description and the way of explanation. The role of this chapter in Part I of this book is to provide the introductory questions that will be discussed in Chaps. 3, 4, 5, 6, and 7 to explain the features of the Japanese approach. (As is discussed in Chap. 1, the Japanese approach includes the Japanese curriculum, textbooks, and methods of teaching which can be used for designing classes, as has been explored in Chile (see (Estrella, Mena, Olfos, Lesson Study in Chile: a very promising but still uncertain path. In Quaresma, Winsløw, Clivaz, da Ponte, Ní Shúilleabháin, Takahashi (eds), Mathematics lesson study around the world: Theoretical and methodological issues. Cham: Springer, pp. 105–122, 2018). The comparison focuses on multiplication of whole numbers. In multiplication, all of these countries seem to have similar goals—namely, for their students to grasp the meaning of multiplication and develop fluency in calculation. However, are they the same? By using the newest editions of each country’s curriculum standards, comparisons are done on the basis of the manner of writing, with assigned grades for the range of numbers, meanings, expression, tables, and multidigit multiplication. The relationship with other specific content such as division, the use of calculators, the treatment of multiples, and mixed arithmetic operations are beyond the scope of this comparison. Those are mentioned only if there is a need to show diversity.
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Lousis, Michael. "Recommendations for Instructional Designers and Textbook Writers Concerning the Correction of Significant and Pesistent Errors in Arithmetic and Algebra." In Theory and Practice: An Interface or A Great Divide? WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.64.
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An error analysis of the 200 English and 150 Greek learners’ tests in arithmetic and algebra was accomplished. Those tests stemmed from the Kassel Project. Following this error analysis, specific recommendations are presented in each domain of arithmetic and algebra that should be taken into account by instructional designers and textbook writers. These recommendations were founded on terms of psychology and cognitive science as applied to information-processing. The study has shown the educational media (textbooks etc.), as being responsible for the emergence and persistence of these errors in the learners’ minds too, since instruction is mostly based on the use of those media. Key words: error analysis, Kassel Project, textbooks, educational media, recommendations.
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Abdeljaouad, Mahdi, and Pierre Ageron. "Sulaymân al-Harâ’irî (1824-1877): his attempts to reconcile the Islamic civilization with modern science and mathematics education." In “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.14.
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Who was Sulaymân al-Harâ’irî? Little is known about this enigmatic and controversial scholar. Born in Tunis in 1824, he settled in Paris in 1856 and died there in 1877. His unpublished manuscripts contain many translations into Arabic of French books, several of which are pertinent to mathematics. He translated arithmetic textbooks by Hippolyte Vernier, a surveying textbook by G. Frédéric Olivier and La Lande’s survey on uses of logarithms. He also drew up the plan for a comprehensive treatise on practical geometry, thus apparently laying the foundation for a Euro-Islamic hybrid mathematical knowledge. Keywords: Tunisia, Arabic language, translation, hybridization, arithmetic, logarithms, practical geometry
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Remschmidt, Helmut, and Gerd Schulte-Körne. "Specific developmental disorders in childhood and adolescence." In New Oxford Textbook of Psychiatry. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0213.
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The term ‘specific developmental disorders’ includes a variety of severe and persistent difficulties in spoken language, spelling, reading, arithmetic, and motor function. Skills are substantially below the expected level in terms of chronological age, measured intelligence, and age-appropriate education and cannot be explained by any obvious neurological disorder or any specific adverse psychosocial or family circumstances. As the deficits are quite substantial, analogies were initially made to neurological concepts and disorders such as word-blindness, alexia, aphasia, and apraxia, thus giving rise to the notion that neurological deficits are the aetiological basis of these disorders. Since this could not be demonstrated, the next step was to define the disorders in a more functional way, taking into account not only psychometric testing but also psychosocial risk factors and the quality of schooling and education. Today, numerous findings support the validity of the diagnostic concept of specific developmental disorders. These disorders and pervasive developmental disorders have the following features in common (ICD-10): ♦ An onset that invariably appears during infancy or childhood. ♦ An impairment or delay in the development of functions that are strongly related to biological maturation of the central nervous system. ♦ A steady course that does not involve the remissions and relapses that tend to be characteristic of many mental disorders. Thus the term ‘specific developmental disorders’ reflects the fact that the deficits are circumscribed and relatively isolated against the background of an otherwise undisturbed psychological functioning.
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Mazur, Joseph. "The Arab Gift." In Enlightening Symbols. Princeton University Press, 2016. http://dx.doi.org/10.23943/princeton/9780691173375.003.0006.
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This chapter focuses on the Arabs' contributions to the modern number system. It first considers the role played by Abu Jafar Muhammad ibn Musa al-Khwārizmī, the greatest Arab mathematician of his day, learned of the new Indian numbers from the Arabic translation of Brahmagupta's Brahmasphutasiddhanta, and wrote a textbook on arithmetic using the new Indian numbers. In around 820 AD, al-Khwārizmī wrote The Book of Restoration and Equalization. It was translated into Latin under the title Algebra et Almucabala, and that is how the term “algebra” came to be understood as what it is today. The chapter also looks at the Indian astronomer Kanka, who visited the House of Wisdom in Baghdad in 770 AD and brought with him many manuscripts from India, including the Brahmasphutasiddhanta.
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"4 Modular Arithmetic." In AMS/MAA Textbooks. American Mathematical Society, 2013. http://dx.doi.org/10.1090/text/023/04.
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"6 Arithmetic of Polynomials." In AMS/MAA Textbooks. American Mathematical Society, 2013. http://dx.doi.org/10.1090/text/023/06.
Full textConference papers on the topic "Arithmetic textbook"
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Mohammadzadeh, Ali, Nael Barakat, and Salim Haidar. "Synthesis and Dynamic Analysis of a Quick-Return Mechanism Using MATLAB and SIMULINK." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41441.
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The approach adopted in this work is an attempt to introduce students, in kinematics and dynamics of machinery course, to a complete design and analysis of function generation mechanisms via analytical methods. Although the approach implemented in this work is for function generation type of mechanisms, the concept is indeed extendable to the other types of mechanisms as well. As a project in the kinematics and dynamics of machinery class, students designed, and analyzed a four bar quick-return mechanism using MATLAB and SIMULINK as the primary software tools. One of the aims of this project was to abandon the traditional graphical synthesis and graphical analysis, covered in all the mechanisms textbooks, and to use the powerful combination of MATLAB and SIMULINK to implement the entire design and analysis process. The project, given to an undergraduate class, serves also as a prologue to future advanced courses in mechanical engineering, such as multi-body dynamics. In implementing the dimensional synthesis portion of the project, students employed complex number arithmetic to realize the design specifications. Once the design specifications were met, a known motor torque was applied to the crank to drive the mechanism. With the known geometric and inertial properties of each link, Lagrange’s equations for constraint motion were then utilized to arrive at the second order differential equations of motion. SIMULINK, as a user friendly graphical interface, was used to carry out the integration to obtain angular position, velocity, and acceleration of the designed mechanism. The project also calculates the reaction loads on the mechanism using the concepts of Newtonian mechanics. The project, though rigorous, is an excellent way to force students to practice their knowledge of dynamics and numerical methods. The project, certainly, meets the ABET criteria for implementing design in mechanical engineering curriculum. The author received positive feedbacks from his students with regard to this project.