Fundamental Operations in Mathematics

These are important operations on structures in which they are

defined, however to say they are fundamental operations in math isn't a

very precise statement. In fact, using your definition, one can derive

subtraction and division from addition and multiplication respectively.

Abstract algebra provides a framework for studying various algebraic

operations, but no operations are given precedence over the others.

Byrnes, J (2015).

The fundamental operations in mathematics are addition,

subtraction, multiplication and division. There are corresponding symbols

for each. The plus sign (+) is for addition. The minus sign (-) is for

subtraction. The symbols “x”, “*” and “•” signify multiplication. The obelus

(÷) and forward slash (/) are used for division. Dunne, S. (2018).

Addition combines two or more numbers to get their sum or total,

while subtraction finds the difference between two quantities. Multiplication

is repeated addition; one of the numbers in a multiplication equation

indicates how many times the other number needs to be added to itself.

Division is the inverse of multiplication. Fennema, B (2016).

Students having difficulty learning addition, subtraction,

multiplication or division facts can make cards of those facts with which

they are having the most trouble. Write the problem on one side of the

card and the answer on the reverse side. Teachers can use creativity and
relevant examples, scratch and sniff stickers, etc. to make these teaching

aids interesting. Many models of these types of aids can be found in

teacher stores. Giddenz, F. (2016).

Fundamental operation in simplifying mathematical expressions

consisting of the same type of operation, we perform one operation at a

time generally starting from the left towards the right. If an expression has

more than one fundamental operation, you cannot perform operations in

the order they appear in the given question. We need follow the rules to

perform the operations. Some operations have to be performed before the

others. That is, each operation has its own precedence. Hamilton, H.

(2016).

According to the author: “If we want our students have contact with

the algorithm, but that does not learn it as a series of meaningless steps

and also try other strategies, it is important to give them time to research,

exchange experiences with their classmates and “invent” ways to

calculate, before learning algorithm” Gigerenzer, G. (2017).

Learning time tables is very important in maths. Time tables speed

up the overall process. You would ideally start from zero and one time

table which are indeed very easy but children do tend to make mistakes

and confuse the two. So practice learning 0 and 1 time table. Then

proceed to 2, 5 and 10 time tables. Janvier, C (2017).

 When teaching any of these basic concepts, it is important to start

with real three dimensional objects, progressing to two dimensional

shapes or diagrams and finally to more symbolic representations. It is also

advantageous to have students develop the ability to express their

discriminations in complete sentences (e.g., "These are the same because

they are both square," or "This is the longest belt.") because doing so

helps them to focus their attention on the concept rather than simply

naming a descriptor. Lampert, M. (2017).

This will also help them enhancing their mathematical ability. The

development of this ability will able them to make good decisions, and

making them successful in doing their tasks. Thus, motivate them to

understand basic concepts of computations and incorporate themselves at

the innovative teaching-learning approaches of the society. Lehrer, T.

(2017).

This will serve as their avenue in conducting researchable areas

relative to the findings of the study. Furthermore, this will enable them to

be aware on the common difficulties encountered by the students in doing

Math calculations. Nuñez, N (2016).

This will help them determine the factors that affect children‘s ability

in basic computation observed in the community. Leads them in

organizing programs or workshops that will help improve the quality of

students their society could make for the future generations. Equipped
with the information provided by this study, they will be able to understand,

educate and give appropriate advice in order to breed respected and

responsible members of the community. Zeev, N. (2016).

If a procedure has infinitely many rules, then we can never actually

complete the procedure, so we don't regard it as computable. And it turns

out any collection of things that are each finitely describable is countable

in cardinality. What this means is that there are functions that cannot even

be precisely specified. This shouldn't be terribly scary, since in the real

numbers (computable functions usually work with natural numbers),

numbers themselves might require an infinite description to precisely

specify. Sankappanavar, H. P. (2016).

The authors state that the use of games as a teaching and learning

strategy in the classroom is a pedagogical resource that allows students to

develop operations solving methods with natural numbers, stimulating

their creativity and participation, because to win the student has to make

use of strategies that allow them to hone the skills that make up the logical

reasoning. Brooks, M; Pui (2016).

The authors have developed a practical study, which investigated

the main mistakes made by 64 students ranging in age from 9 to 13 years

old. A worksheet containing twenty-four accounts twelve additions and

twelve subtractions involving different levels of difficulty was proposed to

students so that the errors could be observed in the mechanical

operations. Dieckmann, N. F. (2017).

The study by Adriano Romero de Oliveira Lira entitled “A study

about division of natural numbers with 5th grade students of elementary

school” provides used procedures by students in division operations with

natural numbers. These procedures were categorized in: mental

calculation, use the subtraction and not use the subtraction. Meier, S.

(2015).

The lack of such information only allows us to infer that the

students present difficulties of various kinds in carrying out operations and

problems involving division with natural numbers. For this reason we

developed the research, whose results presented in the article, progress

towards identifying the nature of some errors in division operations with

natural numbers. Oldfield, Z. (2016).

All responses submitted by 120 students, the ten questions

proposed, characterized the empirical data that were submitted to analysis

in the light of Conceptual Fields of Gérard Vergnaud. The ages of the

students ranged from eleven (11) to twelve (12) years. There were 78

(seventy eight) girls and 42 (forty-two) boys who answered the proposed

questions. It is noteworthy that not investigated in this study, the

interference of gender in the identified errors, because this was not the
 intention of the study. However, by means of the available empirical data,

this correlation can be fetched in a later study Peters, E. (2017).

By identifying some of the students’ difficulties of the 6th grade of

elementary school, to carry out the operations of addition, subtraction,

multiplication and division with natural numbers, the nature of the

recurrent errors by students resulted from the understanding of the

structure of the decimal, the structure of the algorithm or the organization

of representation registers (numeric and written word) Spelke, E. (2015).

Approach in Teaching Mathematics

Share the excitement of learning mathematics and capture children's

imagination by showing them the unusual or unexpected; give children examples

of numbers or shapes that have special or surprising properties; show children

how mathematics can be used creatively to represent, measure, predict and

extrapolate to other situations. Streri, A. (2015).

Model for children how to explore mathematics and look for patterns, rules

and properties; direct and steer children's learning by providing examples that

enable them to observe and identify the rules and laws and deduce for

themselves when they apply; help children to describe, replicate and use

patterns and properties; ensure that they meet both general applications of the

rules and exceptions Pica, P. (2015).

 Give children opportunity to consolidate their learning; introduce frequent

and regular periods of practice that are short, sharp and focused on children

securing, with the necessary accuracy and precision, the mathematical

knowledge, understanding and skills they have learned; ensure that they

recognize how their learning builds on previous learning and help them to see

connections; ensure that they feel appropriately supported and challenged by the

work they are set Nieder, A. (2015).

Provide children with the well-directed opportunity to use and apply what

they have learned to solve routine and non-routine problems; highlight any

properties or patterns they identify or create and make connections to other work

they have done; draw on their ideas and model approaches and strategies

children can use to support a line of enquiry or to interpret or explain their results

and methods, using their own approaches and strategies Feigenson, L. (2016).

Teach children how to evaluate solutions and analyze methods, deciding if

they are appropriate and successful; help children to understand why some

methods are more efficient than others; provide opportunities to compare and

measure objects and identify the extent to which shapes and calculations are

similar or different; develop children's understanding and language of

equivalence and deduction to support reasoning and explanation Welch, H. G.

(2016).
 Periodically identify the knowledge, skills and understanding children

acquire; pause and take stock to review children's learning with them; highlight

the strategies and processes upon which they are able to draw; provide

opportunities that allow children to make connections and show how ideas in

mathematics relate, and how their learning can be applied to new aspects of

mathematics Rimer, B. K. (2016).

According to Professor W. Stephen Wilson from Johns Hopkins University,

the core concepts of basic math must be mastered before students are able to

move into a more advanced study. Repetition is a simple tool that makes it easier

for students to master the concepts without wasting time. According to the

University of Minnesota, daily re-looping or reviews will bring the previous lesson

back into the spotlight and allow teachers to build on those previous skills Garcia-

Retamero, R. (2017).

To address the challenges of teaching mathematics from the perspective

of the learner, we ask whether the learners engage with the subject in such a

way that they build foundations for more advanced mathematics. We firstly

discuss three approaches that inform the teaching of mathematics in the primary

school and which may be taken singly or in conjunction into organizing the

curriculum: the topics approach, the process approach, and the conceptual fields

approach Jacobs, E. A. (2017).

 A teacher may well have covered the curriculum in that the ninety or so

topics in the Intermediate Phase curriculum2 have been addressed in class, but

the important question is essentially whether the learners have engaged with the

underlying mathematical structures in such a way that they build the foundations

for more advanced mathematics, or whether, in contrast, the concepts as

acquired are likely to lead to a frustrating outcome, such as the inability to make

the transition to advanced mathematics Smith, D. M. (2017).

In the planning of any curriculum, decisions are made concerning the

philosophy of mathematics, the mathematics knowledge appropriate to the

phase, the approach to teaching mathematics, and the subsequent assessment.

The explicit expression of the underpinning philosophy, the mathematical

knowledge, and the related teaching directives vary from country to country

Rothman, Russell L. (2018).

It's important that students feel comfortable and are given the opportunity

to learn new math ideas at their own pace, without feeling rushed. But while the

idea that 'given enough time, every student will learn' is nothing new, it's easier

said than done Taggart, Brenda (2016).

 Technology-based classroom tools offer a powerful way to differentiate

learning while teaching elementary math, which is an effective way to help

students in mixed-ability classrooms to succeed Bullock, (October 2015).

Incorporate story problems into your classroom lessons allow students to

see how certain math concepts can apply to real life. Story problems are also a

good way to help students understand how to use math in everyday life, and see

the relevance of math Steen, (2016).

Elementary math teachers should normally begin each lesson with a 'show

and tell.' Telling is the process of sharing information and knowledge with

students, while showing involves modeling how to do something Lonigan, C

(2016).

Give students time to practice facts using strategy retrieval. Use non-

competitive games and activities that do not emphasize speed. If you play the

age-old game “Around the World” with flash cards, think about who is really

getting the practice… yep, the kids who already know their facts! Some students

need more processing time as they begin to work toward quick recall.

Emphasizing speed early on doesn’t do much more than build anxiety Starren, J.

B. (2016).
 Upper grade teachers, you may likely have to spend some time reviewing

facts. Use quick probes to see which facts kids have mastered and which they

may still need to practice. If a strong foundation has been laid in the earlier

grades, you should not have to take time re-teaching the facts. The reality is that

in everyday life students don’t use basic facts very often Dismuke, SE (2015).

Demonstrate and promote the correct use of mathematical vocabulary and

the interpretation and use of symbols, images, diagrams and models as tools to

support thinking, problem solving, reasoning and communication Thomas

(2016).

One of the best math teaching strategies is teaching math concepts

through the use of math word walls. It really is all about the words, I have

discovered, and teaching the language of math is critical to teaching math

concepts and procedures Scanlan, Chip (2016).