The relation of arithmetical ability to achievement in algebra and geometry

Abstract

Is there sufficient relation between ability in arithmetic and achievement in algebra and geometry, when other factors are approximately equal, to justify a comprehensive review-course in arithmetic immediately preceding the beginning study of algebra and geometry ? School administrators and curriculum reconstructionists are frequently faced with this problem. Teachers of senior high school mathematics are asking if additional arithmetical ability would decrease the number of failures in high school mathematics. The method of attacking this problem was of a twofold nature; namely, (a) an examination of the opinions of authorities and a review of the findings of related investigations, and (b) a testing program in the high school department of Sue Bennett College, London, Kentucky. To determine the opinions of authorities, books on the teaching of mathematics (especially arithmetic, algebra, and geometry) and books dealing with mathematical subjects from the psychological point of view were examined. From the periodical files were collected the more recent treatments of the subject, including reports of surveys and investigations having to do with the inter-relationships of the three subjects. Theses, monographs, and reports of related investigations were reviewed.