Fundamentals Of Arithmetic Research Articles

Introduction to fundamentals of arithmetic

introduction to fundamentals of arithmetic

Reviews and Evaluations

This book was written for those who have missed, for some reason or other, a good background in the fundamentals of arithmetic. It is a clear-cut exposition which expects a certain mature attention. Concepts are presented logically in an easy-to-follow narrative style, with mathemetical terms written in italics the first time they are presented.

A SURVEY OF MATHEMATICAL EDUCATION

A SURVEY OF MATHEMATICAL EDUCATION

Toward Perfect Scores in Arithmetic Fundamentals: A Study in Research

During the period 1928–42, a number of graduate students of Boston University School of Education were checking on the corrective load in the fundamentals of arithmetic in the upper grades and high school, and the possibilities of better scores, possibly perfect scores, in the fundamentals. Several of these students produced masters' theses which are now on file in the library of the School of Education. Some of the details of these studies which are of interest to teachers in junior or senior high schools or colleges are reported herewith.

Remedial Arithmetic in Senior High Schools

It is scarcely necessary to remark that many pupils in high school are found who are deficient in the fundamentals of arithmetic. Some do not know the primary facts of addition, subtraction, multiplication, and division, to say nothing of such advanced processes as simple fractions.

A New Incidence of Learning for the Fundamentals of Arithmetic

1. The passing grade?commonly 75 percent. 2. The norm?usually an average on a standardized test secured from a fairly wide testing program. 3. The percentile rank. 4. The grade attainment. This is not a complete list. It does not, e.g., include the well-known McCall T Score, so mystifying to the average teacher. The passing grade doubtless occupies three-fourths to seven-eighths of the field the country over today. The other indexes listed above are a result of the application of statistics to the field of examining, grading, and promotion. In general, these various indexes are interchangeable ; that is, any one can be trans lated into any of the others. Types of Subject-Matter, Types of Teaching, Types of Testing? It is appropriate to ask what should determine the incidence of learning in any particular case. Are there types among which there may be different standards? Obviously there are, and this would easily be conceded in this group if applied to different subjects. Doubtless, anyone here would agree that any attempt to check or measure in the field of history would be very different from what it is if one were measuring handwriting or spelling or the fundamentals of Arithmetic. If it is conceded that there are different types of subject matter as among different subjects, then doubtless there are some who would con cede that there are different types of subject matter in almost any field and therefore in the field of arithmetic. Specifically, it is probable that everyone here would insist that a sixthor eighth-grade pupil should know XA paper read before the American Education Research Association at their annual meeting in Cleveland, February 25, 1939. 425

In the Useful Fundamentals of Arithmetic is it Possible to Overcome Temporary Lapses in Ability Leading to Steady Increase in Error?

(i) Multiplying a complete multiplicand by any digit . . . becomes more difficult the further along in the total work it appears. (2) later a multiplication fact ap pears in a series, the more frequent the error upon it, even when its associations with nec essary carrying are made negligible factors. The above conclusions are so disturbing that they should not be permitted to go un checked. This study is a preliminary at tempt at checking. Knight and Ford secured their data by ad ministering four test forms to 200 pupils in the sixth grade of four schools. One hundred fifty-two random selections of units of work were critically examined. The product posi tions which contained the 163 most frequent errors were examined critically. I reflected upon this article. My experi ence years ago with traditional arithmetic would have led me to accept its conclusions. My experience the last few years with the co operative experiment for 100% arithmetic, led me to doubt the necessity of such results as those reported by Knight and Ford. In other words, my experiment with the 100% plan in the fundamentals of arithme tic, based upon proper motivation and under standing, and a more perfect drill service, is leading me to doubt the necessity of more or less constant error on the part of pupils due either to inadequate mastery, so-called care lessness, or the lapse of time in a recitation period. Acceptance of such conclusions as those set forth by Knight and Ford is an ad mission of failure on one of the simplest and easiest tasks of the schools?the mastery of the fundamental tool materials of basic sub jects. Such failure should not be taken for granted; it should become a matter of concern.

The Education of Frail Children

This article is a summary of the work done during one semester in an open-air room in Los Angeles. Twenty children, ranging in age from seven to thirteen years and in grade from II A to VI A, were enrolled. The children were foreign, predominantly Mexican and Italian. Each child had been assigned to the open-air room because of some physical condition which could be improved or arrested by a school program of which rest was an essential part. The program followed was flexible. Social studies, language, and literature were the subjects studied during the morning. A thirtyminute rest period preceded the lunch hour. At one o'clock the children had another rest period of a half-hour. The second rest period was followed by an appreciation period, during which stories or poems were read to the children, or lantern slides and motion pictures on topics discussed in the social-science period were shown. The last hour of the day was a drill period. This was used for drill in spelling, drill in the fundamentals of arithmetic, word drills, or language lessons. The drills were based on the needs of the children as discovered in the morning's work. It was decided that the education in this room should be carried on by means of an activity program because it was felt that the experience of learning should be enjoyable. In order to launch such a program, a certain amount of preparation was necessary. This involved attention to the physical arrangement of the room and the development of a wholesome attitude in the children toward their work. The room was equipped with movable chairs and tables. Window boxes filled with plants were placed along the open side of the room. Rubber plants and ferns were placed in various parts of the room to make it attractive. There were an aquarium and a canary, which had been given to the children by two supervisors. In every way possible the room was made to look attractive and homelike.

A Method of Securing Real-Life Problems in the Fundamentals of Arithmetic

Previous articleNext article No AccessA Method of Securing Real-Life Problems in the Fundamentals of ArithmeticC. L. KulpC. L. Kulp Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 29, Number 6Feb., 1929 Article DOIhttps://doi.org/10.1086/456263 Views: 1Total views on this site Citations: 1Citations are reported from Crossref Copyright 1929 The University of ChicagoPDF download Crossref reports the following articles citing this article: Chapter V: Arithmetic, Review of Educational Research 1, no.55 (Jun 2016): 354–360.https://doi.org/10.3102/00346543001005354

BOOK REVIEWS

Book reviewed in this article:Foundations of Biology by Lorande Loss WoodruffManual of Biological Forms by George A. BaitsellPsychological Analysis of the Fundamentals of Arithmetic, by Charles Hubbard JuddThe Laws of Living Things by Edward J. Menge, Ph. D.The Fundamentals of Astronomy by S. A. Mitchell, Ph. D., LL. D.General Chemistry, a Cultural Course based upon the texts of the late Alexander Smith by James Kendall, F. R. S.Four‐Place Mathematical Tables with forced Decimals compiled by F. S. Carey, M. A.Four‐Figure Tables by the late C. Godfrey, M. V. O., M. A., and A. W. Siddons, M. A.Freshman Mathematics, by G. W. Mullins and D. E. SmithHygiene and Sanitation, The Essentials of Modern Health Care, by Jesse Feiring Williams, M. D.The Unity of Life. A book of Nature Study for parents and teachers by H. R. Royston, M. A.New Civic Biology, by George William Hunter, Ph. D.Plane Geometry, by D. M. BernardA Debate on the Theory of Relativity, by R. D. Carmichael and H. T. Davis, Favoring the Theory, W. D. MacMillan and M. E. HuffordMathematical Statistics, by H. L. RietzPlane Trigonometry with Tables, by M. A. Keasey, M. A., G. A. Kline, M. A., and D. A. McIlhatten, B. A.

Book Review: Practice Tests in the Four Fundamentals of Arithmetic

Book Review: Practice Tests in the Four Fundamentals of Arithmetic

Psychological Analysis of the Fundamentals of Arithmetic. Charles Hubbard Judd

Previous articleNext article No AccessEducational WritingsPsychological Analysis of the Fundamentals of Arithmetic. Charles Hubbard Judd B. R. BuckinghamB. R. Buckingham Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 28, Number 1Sep., 1927 Article DOIhttps://doi.org/10.1086/456006 Views: 1Total views on this site PDF download Crossref reports no articles citing this article.

A Contribution to the Psychology of ArithmeticPsychological Analysis of the Fundamentals of Arithmetic. Charles Hubbard Judd

Previous articleNext article No AccessEducational WritingsA Contribution to the Psychology of Arithmetic Psychological Analysis of the Fundamentals of Arithmetic. Charles Hubbard Judd E. R. BreslichE. R. Breslich Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 35, Number 6Jun., 1927 Article DOIhttps://doi.org/10.1086/438538 Views: 1Total views on this site Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). PDF download Crossref reports no articles citing this article.

Practice in the Fundamentals of Arithmetic

Practice in the Fundamentals of Arithmetic

A Study of the Validity of the Courtis and Studebaker Practice Tests in the Fundamentals of Arithmetic

A Study of the Validity of the Courtis and Studebaker Practice Tests in the Fundamentals of Arithmetic

The Results of Three Types of Drill on the Fundamentals of Arithmetic

The purpose of this paper is to report a study made of three methods of drill on the fundamental operations of arithmetic. The work was done under the direction of Miss Mary Schenk, now a member of the faculty of the University of Wyoming. All the material was obtained from the schools of Lawrence, Kansas. Three buildings for grades iv, v, and vi and the Central Building for grades vu and vin were used. The study was planned and carried out with the cooperation and under the supervision of Raymond A. Kent, Superintendent of the Lawrence Schools and Professor of Education in the University of Kansas. The teachers were in hearty sympathy with the undertaking since it had been preceded by a series of tests revealing a low achievement in the city as a whole in the fundamental operations with numbers. One series of classes, representing grades v to vni, used the Courtis Standard Practice Tests in Arithmetic; another, repre senting grades iv to vni used the Studebaker Economy Practice Exercises in Arithmetic; and a third, representing grades rv to vni used the best methods of drill which the teachers could devise, without the use of any special material. The Courtis and Stude baker exercises were used according to the directions furnished with them. The number of children of each grade who participated in each kind of drill is exhibited in Table I. Practically all teachers who used either type of practice material had had experience with it the year before. For those of whom this was not true, a demonstration of the proper use of the material was made by Miss Schenk before the trial period began. Furthermore, a statement of the achievements of each child in the fundamental operations as revealed by the Courtis Standard Research Test in Arithmetic, Series B was given to

The effect of the summer vacation on ability in the fundamentals of arithmetic.

The effect of the summer vacation on ability in the fundamentals of arithmetic.

The Results of Some Classroom Measurements

Previous articleNext article FreeThe Results of Some Classroom MeasurementsCarl CottonCarl Cotton Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 18, Number 10Jun., 1918 Article DOIhttps://doi.org/10.1086/454651 Views: 11Total views on this site PDF download Crossref reports no articles citing this article.

Comparison of the work done in the successive minutes of a ten minute practice period in the fundamentals of arithmetic.

Comparison of the work done in the successive minutes of a ten minute practice period in the fundamentals of arithmetic.

Efficiency in Fundamentals of Arithmetic

Efficiency in Fundamentals of Arithmetic