The teaching of arithmetic by Smith David Eugene 1860-1944

Author:Smith, David Eugene, 1860-1944
Language: eng
Format: epub, pdf
Tags: Arithmetic -- Study and teaching (Elementary)
Publisher: New York : Teachers College, Columbia Universty
Published: 1909-03-25T05:00:00+00:00

out for easy identification of the three processes as fundamentally one, thus

_2 15245 132

3)6, 3)45735, 345)45735

345

1123 1035

885 690

195

and in connection with all this what weight should be given to Professor Smith's objection that the universal custom of the business world does not recognize the first two forms of this latter set?

Shall the attempt to get rapidity of calculation be preceded by the attempt to get absolute accuracy, the quickening of the work being left until certainty of command over combinations is assured? Or shall rapidity in handling combinations and manipulations be a parallel activity? Take for example the attempt to have the children attack the successive combinations in column addition with a definite rhythm, the teacher pointing to each successive stage, or chorus work being utilized with the quickest students setting the pace?

Does motor activity accompanying a process of memorization of combinations require fewer repetitions than where no special provision is made for motor activity? How far does it help to repeat the numbers aloud? to write them on paper? to manipulate objects when the combination is being learned?

How far can rhythm be used in memorizing combinations or tables? Does the use of rhythm decrease the number of repetitions required for mastery? How much?

BIBLIOGRAPHY: On the general question consult the works of Professor Young and the author. On the special question of number games consult the following:

Johnson, G. E., Education by Plays and Games. Pedadogical Seminary (Oct. 1894), Vol. III. This work contains a list of five hundred games for children.

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