Abstract
If the Pupil is to get optimum benefit from his arithmetic instruction, it is essential that the teacher distinguish between what elements of a topic the child learns by being told and what elements he learns by being guided to analyze, to discover, to deduce. This paper presents 15 items that enter into the over-all development of the number six. (Similar items would apply in the development of any other onedigit number.) The reader is invited to classify each of thee items. When the reader encircles the “D” placed after an item, it will mean that he considers this to be a phase of learning he would help the child arrive at mainly by DEDUCTION. On the other hand, if he considers a learning item to be one that is dictated by cultural usage, is arbitrary, and one that the learner cannot deduce, the reader can so indicate by encircling the “T” for TOLD after the item. Some items may rate both a “D” and a “T”.
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