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Number and Operation, Handbook for Elementary Mathematics Workshops

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REPORTRESUMES SE 003 776 ED 020 114 NUMBER AND OPERATION,HANDBOOK FOR ELEMENTARYMATHEMATICS WORKSHOPS. BY- PHILLIPS, GUSSIE ILLINOIS STATE OFF. SUPT.PUB. INSTR.,SPRINGFIELD PUB DATE 62 ECRS PRICEMF-$1.00 HC-$8.52 211P. DESCRIPTORS- *ARITHMETIC,*ELEMENTARY SCHOOLMATHEMATICS, *INSERVICE TEACHER EDUCATION,*MATHEMATICS, *TEACHER EDUCATION, MATHEMATICSEDUCATION, WORKSHOPS, INTENDED TO HELP THIS NUMBER ANDOPERATION HANDBOOK IS EMPHASIZE THE SEQUENTIALNATURE OF MATHEMATICSAND FOCUS ATTENTION ON THE NEED FORA WELL-PLANNEDPROGRAM TO PROVIDE FOR CONTINUITY IN THEDEVELOPMENT OF CONCEPTSIN MATHEMATICS. STANDARD TOPICS EMPHASIS IS ON NEW APPROACHESIN TEACHING OF NUMERATION ARE TO GAIN UNDERSTANDING.DIFFERENT SYSTEMS OF AND STUDIED, AND THE DEVELOPMENTAND USE OF TERMINOLOGY SYMBOLISM IS STRESSED.REPORTED ON ARE--(1)NUMBER AND NUMERALS - AN INTRODUCTION,(2) SYSTEMS OFNUMERATION, (3) ADDITION AND SETS AND SENTENCES,(4) OPERATIONS OF (6) OPERATION MULTIPLICATION,(5) OPERATION OFSUBTRACTION, OVERVIEW, AND (8) OF DIVISION, (7) OURNUMBER SYSTEM - AN OF THE ABOVE OTHER INTERESTING FACTSABOUT NUMBERS. EACH MATTER AND UNITS IS ORGANIZED ASFOLLOWS--(1) SUBJECT TEACHERS, AND (3) EXPLANATORY MATERIAL, (2)REFERENCES FOR DESCRIBED IN THE ACTIVITIES. THE ACTIVITIESAND TEACHING AIDS LATTER SECTION AREINTENDED YO BE USED INTHE CLASSROOM (1) ENRICHMENT AND PROJECT TO DEVELOP CONCEPTS,(2) TO PROVIDE IN MATERIALS,(3) TO PROVIDEDRILL, AND (4) TO AID. INTRODUCING OLD TOPICSIN NEW WAYS. (RF) NUMER U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFARE OFFICE OF EDUCATION CD (\J FROM THE O. THIS DOCUMENT HAS BEENREPRODUCED EXACTLY AS RECEIVED YORIGINATING OT PC IOAILN TS FORFCEVIOEFWE DO DR OA TPINIONS N 1 Ps TEARTSEODN DOOR DORGANIZATION NI 1.41 POSITION OR POLICY. 10 ISSUED BY THE OFFICE OF THESUPERINTENDENT OF PUBLIC INSTRUCTION How many of the symbole on the cover can you interpret? HANDBOOK for ELEMENTARY MATHEMATICS WORKSHOPS STATE OF ILLINOIS The Office of the Superintendentof Public Instruction RAY PAGE, Superintendent This 1 962 revision was made by: Mrs. Gus sie Phillips, Office of the Superintendent of Public Instruction Miss Frances Hewitt, Office of the Superintendent of Public Instruction Dr. Francis Brown, Illinois State University, Normal The original materials were prepared in 1 960 as an extension of Bulletin C-2, "Thinking in the Language of Mathematics", Illinois Curriculum Program, for use in In-Service Education Workshops conducted in the State of Illinois.The original content and format were planned by a com- mittee consisting of: Mrs. Gussie Phillips, Chairman, Office of Superintendent of PublicInstruction Mr. Albert Nicholas, Office of the Superintendent of Public Instruction Dr. Francis Brown, Illinois State University, Normal Mr. Houston Kirk, Quincy Senior High School, Quincy Mr. Robert O'Neal, Quincy Senior High School, Quincy Dr. Joseph Stipanowich, Western Illinois University, Macomb Many valuable suggestions and ideas were contributed in this 1 962 revision by teachers participating in the workshops and by the following workshop directors and assistants: Mr. William Astle, W. I. U. ; Mr. Bernard Bartholomew, Freeport; Mr. V. C. Blakeley, Roberts; Mr. Carlton Bodine, Flos smoor; 411E:"IN Mr. Earl Carr, Alton; Miss Grace Cinnamon, Downers Grove; Mrs. Beatrice Condee, Steger; Mr. Fred Craig, Park Forest; Dr. David Davis, E. I.U.; Mr. Stanley Davis, Pana; Bro. Denis, Quincy; Dr. Alphonso DiPietro, E. I. U.; Miss Lucy Driscoll, Chicago; Mrs. Delphine Dupee, Niles: Mr. Albert Eckert, I. S. N. U. ; Mr. George Elston, Herrin; Mr. Robert Erwin, Alton; Mr. Daniel Faherty Aviston; Mr. Leigh Fiedler, Moline; Miss Mary Louise Fisher, Joliet; Mr. Berlen Flake, Decatur; Mr. Carl Gabriel, LaSalle, Mr. James Garnett, Naperville; Mrs. Laura Gerber, Rock Island; Mr. James German, Watseka; Mr. Hal Gilmore, I. S. U. ;Mr. Favre Gould, Wood River; Miss Ann Griffin, Sterling; Mr. Robert Harkness, DeKalb; Mr. James Harris, Ottawa; Miss Gertrude Hendrix, U. of I.; Miss Frances Hewitt, Wood River; Mr. Gordon Jensen, Western Springs; Mrs. Irene Jinks, Skokie; Mr. Houston Kirk, Quincy; Miss Harriet McCarthy, Kewanee; Mr. Rod McLennan, Arlington Heights; Mr. M. 0. McMullin, Virden; Mrs. Alice Mann, Marion; Miss Lola May, Winnetka; Miss Pauline Meyer, Petersburg; Dr. Gordon Mock, W. I. U. ; Miss Wanette Moyer, Galesburg; Mr Donald Norwood, Tremont; Mr. Robert O'Neal, Quincy; Mr. Theodore Oppenheim, Oak Lawn; Mr. William Ott, Princeton; Sister Mary Paul, Highland; Mr. Charles Pettypool, E. I. U.; Mr. Floyd Prout, Rockford; Mrs. Shirley Reba, Northbrook; Miss May Richards, Northbrook; Mrs. Hazel Schultz, West Chicago; Mr. Charles Schulz, Office of the Superintendent of Public Instruction; Mr. Jerry Shryock, W.I. U.; Mr. Edward Spacapan, Mount Prospect; Mrs. Darlene Strobbe, Roxana; Mrs. Marjorie Stromquist, Park Forest; Mr. Reino Takala, Hinsdale; Mr. Perry Taylor, Belleville; Mr. Ralph Thornton, Taylorville, Mr. Robert Todd, Elgin; and Mr. Paul Trafton, Wheaton. INTRODUCTION Most people are aware of the close scrutinythat the present mathematics curriculum at all levels is undergoing.A great number of research projects underwaythroughout the nation have demonstrated that children canlearn mathematics at an earlier age and are resulting in a morecritical analysis of ex- isting curricula and teaching techniques.Although most of the earlier experimentation was at thesecondary level, it has been extended during the past few years tothe elementary school where students spend eight important years.This extension helps to emphasize the sequential nature ofmathematics and focuses atten- tion more than ever on the needfor a well-planned program to provide for continuity in thedevelopment of concepts. Some of these basic concepts have theirbeginnings in the kindergarten. But why change the curriculum inarithmetic?Isn't the present stimulus -response,computational- centered arithmetic adequate? Technological advances have been sorapid that no one can predict what problems peoplewill have to solve or what mechani- cal means for solving problemswill exist in the future.This is another basic reason for theclamor for reform.The former concentration on skills appearsinadequate. Arithmetic can no longer be considered solely atool subject but it must be viewed in its larger framework ofmathematics structured upon major ideas. A well-developed andwell-understood concept can be easily adapted for use even in aworld of change. The reform in mathematicsdoesn't necessitate a complete upheaval of the subject matter nowbeing taught.The basic content of arithmetic isnot being changed a greatdeal. A few new topics arebeing introduced, but majoremphasis is now on structure, continuity ofconcepts, and understanding.Discovery procedures are used to developbasic concepts and basicrules; drill then becomes meaningful. In this workshop, teacherswill have an opportunity toidentify some of theimportant aspects of new programsand thus will have some guidelinesfor choosing a new program orfor updating and enriching one presently used.Emphasis will be on newapproaches in teaching of standardtopics to gain understanding.A new topic- - sets- -will beintroduced.Different systems of numerationwill be studied.The development and useof terminology andsymbolism will be stressed becausemathematics is a languagewith its own vocabulary. Some of theconflicting views existing inelementary mathematics will be discussed. Each unit is organized as follows:(1) subject matter and explanatory material, (2) referencesfor teachers, and (3) activities. Discussions will be based upon the lecture and theprinted materials. The SUBJECT MATTER AND EXPLANATORY MATERIAL are intended to supplement the lectures. The mar- gins in this section are left for your notes. A selected reading list is given at the end of each unitin REFERENCES FOR TEACHERS. Space is provided for youto add notes about any of the books which you findhelpful or for you to list additional references. The activities and teaching aids described in the ACTIVITIES section may be used in the classroom for various purposes: to develop concepts; to provide enrichment and project materials; to afford drill in disguised forms; or to aid inintroducing old topics it. new ways. The leader may have time to discuss or to demonstrate some at each meeting, but this is primarily your section.Other teaching aids besides the ones mentioned can be constructed easily and space is left for notes. CONTENTS UNIT I NUMBERS AND NUMERALS: AN INTRODUCTION UNIT II SYSTEMS OF NUMERATION T: NI T III SETS AND SENTENCES UNIT IV OPERATIONS OF ADDITION AND MULTIPLICATION UNIT V OPERATION OF SUBTRACTION UNIT VI OPERATION OF DIVISION UNIT VII OUR NUMBER SYSTEM: AN OVERVIEW UNIT VIIIOTHER INTERESTING FACTS ABOUT NUMIERS 77777.777777777:7, UNIT I NUMBERS AND NUMERALS AN INTRODUCTION UNIT I. NUMBERS AND NUMERALS: AN INTRODUCTION "One, two, plenty " -- Tasmanian Method of Counting EARLY USE OF NUMBERS From earliest time man has usednumber His ideas probably were communicatedfirst by pictures and words.Early methods of keeping count were by scratching notches in sticks, tying knots in strings, and putting pebbles in a THREE MEN heap to represent the objects TALLY STICK being counted. ONE- TO -ONE CORRESPONDENCE The methods of keeping count weresimple matching processes where the object and the stroke, knot, orpebble were in one-to-one correspondence. This one-for-one matching of objects was a forerunner of counting. As soon as man began to match in a definiteorder he was counting.This meant he had to
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  • The Fascinating Story Behind Our Mathematics

    The Fascinating Story Behind Our Mathematics

    The Fascinating Story Behind Our Mathematics Jimmie Lawson Louisiana State University Story of Mathematics – p. 1 Math was needed for everyday life: commercial transactions and accounting, government taxes and records, measurement, inheritance. Math was needed in developing branches of knowledge: astronomy, timekeeping, calendars, construction, surveying, navigation Math was interesting: In many ancient cultures (Egypt, Mesopotamia, India, China) mathematics became an independent subject, practiced by scribes and others. Introduction In every civilization that has developed writing we also find evidence for some level of mathematical knowledge. Story of Mathematics – p. 2 Math was needed in developing branches of knowledge: astronomy, timekeeping, calendars, construction, surveying, navigation Math was interesting: In many ancient cultures (Egypt, Mesopotamia, India, China) mathematics became an independent subject, practiced by scribes and others. Introduction In every civilization that has developed writing we also find evidence for some level of mathematical knowledge. Math was needed for everyday life: commercial transactions and accounting, government taxes and records, measurement, inheritance. Story of Mathematics – p. 2 Math was interesting: In many ancient cultures (Egypt, Mesopotamia, India, China) mathematics became an independent subject, practiced by scribes and others. Introduction In every civilization that has developed writing we also find evidence for some level of mathematical knowledge. Math was needed for everyday life: commercial transactions and accounting, government taxes and records, measurement, inheritance. Math was needed in developing branches of knowledge: astronomy, timekeeping, calendars, construction, surveying, navigation Story of Mathematics – p. 2 Introduction In every civilization that has developed writing we also find evidence for some level of mathematical knowledge. Math was needed for everyday life: commercial transactions and accounting, government taxes and records, measurement, inheritance.