Abstract
The development of the Model T Ford was a highlight in the history of transportation. Yet, as most of us fondly recall, it had shortcomings. The early models had to be cranked to start. Model T Fords are scarce in the rapid traffic of today. In contrast, “Model T” arithmetic teaching procedures are still in evidence in many of our classrooms. Too many teachers of arithmetic are still “cranking children's mental motors” by forcing them to memorize mathematical principles and generalizations stripped of meaningful introductory experiences.
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