Elementary school teachers were surveyed about the strategies and materials they use to teach elementary school mathematics. A list of twenty strategies and materials derived from the Changes in Content and Emphasis sections of the National Council of Teachers of Mathematics (NCTM) Curriculum and Evaluation Standards for School Mathematics were examined . These strategies represent both contemporary and traditional approaches to the teaching of mathematics. Teachers were asked to respond to each survey item by indicating how often these strategies were used in their classrooms. The ﬁndings were compared to the goals of the NCTM Standards to assess how much progress has been made in the effort to inﬂuence elementary school mathematics instruction. Compared to these goals and the call for change in instructional strategies by the Standards, results seem to be mixed with progress in some areas and not in others. Teacher-centered, whole-group instruction remains the dominant pedagogical form, but approaches using concrete materials seem to be on the increase.
© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)
Riley, J. E.
"The Use of Traditional and Contemporary Instructional Strategies and Materials in the Elementary Mathematics Classroom,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 6
, Article 16.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol6/iss1/16