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| Arithmetic Teacher | 5 |
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Assessments and Surveys
| National Assessment of… | 2 |
What Works Clearinghouse Rating
Peer reviewedCarpenter, Thomas P.; And Others – Arithmetic Teacher, 1975
Responses to area and preimeter questions asked of 9-, 13-, 17-year-olds and young adults in the National Assessment are summarized. Recommendations for instruction aimed at improving these results are described. (SD) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).
Descriptors: Curriculum, Elementary Education, Elementary School Mathematics, Geometric Concepts
Peer reviewedCarpenter, Thomas P.; And Others – Arithmetic Teacher, 1975
Results of National Assessment problems on area are used to highlight the difficulties elementary students have with area and volume concepts. Recommendations for instruction include the provision for substantial practice with coverings before the introduction of computational short-cuts. (SD) Aspect of National Assessment (NAEP) dealt with in…
Descriptors: Curriculum, Elementary Education, Elementary School Mathematics, Geometric Concepts
Peer reviewedCarpenter, Thomas P.; And Others – Arithmetic Teacher, 1976
The results of the National Assessment of Educational Progress concerning students' recognition of the names of solid objects are summarized. Implications for the teaching of elementary school mathematics are discussed. (SD) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).
Descriptors: Curriculum, Elementary School Mathematics, Elementary Secondary Education, Geometric Concepts
Peer reviewedSuydam, Marilyn N. – Arithmetic Teacher, 1985
Research on when and how geometric concepts are learned is briefly discussed. Several teaching suggestions are included. (MNS)
Descriptors: Cognitive Processes, Educational Research, Elementary Education, Elementary School Mathematics
Peer reviewedBattista, Michael T.; Clements, Douglas H. – Arithmetic Teacher, 1988
Shortcomings of current curricula for geometry in the elementary school are discussed. The use of the computer programing language Logo to develop geometric ideas is described, with supporting research. (MNS)
Descriptors: Computer Oriented Programs, Computer Software, Concept Formation, Curriculum Development
