From the FileAuthor(s): Judy CrawfordSource: The Arithmetic Teacher, Vol. 31, No. 3 (November 1983), p. 60Published by: National Council of Teachers of MathematicsStable URL: http://www.jstor.org/stable/41192288 .

Accessed: 12/06/2014 14:53

Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .http://www.jstor.org/page/info/about/policies/terms.jsp

.JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range ofcontent in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new formsof scholarship. For more information about JSTOR, please contact support@jstor.org.

.

National Council of Teachers of Mathematics is collaborating with JSTOR to digitize, preserve and extendaccess to The Arithmetic Teacher.

http://www.jstor.org

This content downloaded from 194.29.185.216 on Thu, 12 Jun 2014 14:53:57 PMAll use subject to JSTOR Terms and Conditions

Gail Graham, Winnipeg, Manitoba, Pro- gram Cochairman

Ed Muzyczka, Winnipeg, Manitoba, Program Cochairman

i. Biloxi Conference, Biloxi, Mississippi, 25-27 October 1984 Jerry F. Reed, Mississippi State, Mis-

sissippi, Conference Chairman Ann N. Boling, Jackson, Mississippi,

Program Chairman

j. Memphis Conference, Memphis, Ten- nessee, 1-3 November 1984 J. F. Crabtree, Memphis, Tennessee,

Conference Chairman Nancy L. Biggs, Memphis, Tennessee,

Program Cochairman Gloria H. Tuggle, Memphis, Tennessee,

Program Cochairman k. Tulsa Conference, Tulsa, Oklahoma, 8-

10 November 1984 Jane S. Burgess, Tulsa, Oklahoma,

Conference Cochairman Harold Huneke, Norman, Oklahoma,

Conference Cochairman Jacqueline Bain, Norman, Oklahoma,

Program Cochairman Thomas J. Hill, Norman, Oklahoma,

Program Cochairman 1. Cedar Rapids Conference, Cedar Rap-

ids, Iowa, 14-16 February 1985 Charles M. Lindsay, Cedar Rapids,

Iowa, Conference Chairman

Harold L. Schoen, Iowa City, Iowa, Program Cochairman

Jack D. Wilkinson, Cedar Falls, Iowa, Program Cochairman

m. Yakima Conference, Yakima, Washing- ton, 14-16 March 1985 Jo Anne V. Weyrick, Yakima, Washing-

ton, Conference Chairman Jean O'Donnell, Richland, Washington,

Program Chairman n. Parsippany Conference, Parsippany,

New Jersey, 21-23 March 1985 Beverly R. Whittington, Trenton, New

Jersey, Conference Chairman David J. Glatzer, West Orange, New

Jersey, Program Chairman o. 63rd Annual Meeting, San Antonio,

Texas, 17-20 April 1985 F. Joe Crosswhite, Columbus, Ohio,

Convention Chairman Bonnie H. Litwiller, Cedar Falls, Iowa,

Program Chairman Paul A. Foerster, San Antonio, Texas,

Chairman of Local Arrangements

20. Mathematics Education Trust Committee (Terms conclude 31 May.)

Develops, implements, and monitors the procedures for collecting and distribut- ing funds that will be devoted to special projects outside the normal activities of the Council.

Shirley M. Frye, Scottsdale, Arizona,

Chairman, 1984; 1985 John С Egsgard, Orillia, Ontario; 1984 David W. Wells, St. Joseph, Missouri;

1986 Jesse A. Rudnick, Philadelphia, Pennsyl-

vania; 1987 James D. Gates, Reston, Virginia (Staff

liaison)

21. Headquarters Office Executive Staff James D. Gates, Executive Director Charles R. Hucka, Director of Publication

Services James R. Teweh' Director of Convention

Services Joseph R. Caravella, Director of Member-

ship Services Harry B. Tunis, Managing Editor Robert Murphy, Computer Services Man-

ager

Yours for the Asking

The Council's financial report for fiscal year 1982-83 and the minutes of the 1983 Annual Business Meeting in Detroit are available on request from Dept. E at the Headquarters Office.

From the File

( **>

STUDENT SETS

When I am teaching the concepts of sets, elements of sets, subsets, and so on, I use students in my class to form sets. For example, I have several members of the class stand and then ask my class to "describe" the set. The set may be all students wearing braces, glasses, or striped shirts, or all students with blonde hair, or all students who have on jackets - anything that makes a "set."

After describing the set, we then count the elements of the set* check to see if any other students in the class could be an element of the set, and discuss the number of subsets and possibly name them.

My students enjoy this and usually want to form the sets themselves. Sometimes they can make a set that stumps us all.

Sometimes we use cards that the students hold to form set A and set B. Then we talk about the union and intersection of these sets and actually go through the motions of making the union and intersection of the sets.

After being an element of a set, the student has a better understanding of sets and set terminology. Doing this activity enables the student to "see" a set.

From the file of Judy Crawford, Lilburn, GA 30247

AT-11-83

60 Arithmetic Teacher

This content downloaded from 194.29.185.216 on Thu, 12 Jun 2014 14:53:57 PMAll use subject to JSTOR Terms and Conditions