Abstract
Sometimes in our teaching we fail to build upon children's past experiences to make arithmetical concepts meaningful. Most of us accept the fact that the reading of the printed word is successful if a child has a background of experience to bring to word symbols. We know that a word such as mother has meaning for the child. He can call upon his background of experience to give meaning to this abstract symbol because he has a knowledge of, a feeling for, an attitude about a mother. When he reads the word he draws upon his past experiences to gain meaning. As teachers we capitalize upon this understanding and utilize it in helping the child learn to read.
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