Abstract

The importance of understanding basic concepts in the learning of arithmetic has received much attention in recent years. Interest has been evident from many sources, as reflected in the professional literature, the work of cmriculum planning groups, revisions of basic textbooks, inservice programs, and new mathematics programs such as the School Mathematics Study Group and the Greater Cleveland Mathematics Program. It would be reasonable to assume that arithmetic instruction has improved as a result of this recent, intense emphasis on understanding.

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