Search

The article presents several types of tests in measuring the growth and efficiency in arithmetic of the pupils from the elementary schools. It discusses the abilities to be tested, including the ability to give a ready response in the four operations, ability to recognize a situation in a problem using certain operations, ability to borrow and carry, and the ability to copy correctly the figures given. The types of tests discussed, include speed tests, arithmetic reasoning speed tests, arithmetic fundamentals tests, and arithmetic reasoning tests.

The article discusses the accuracy in elementary arithmetic to the elementary students. The accuracy in elementary education should mean the degree of adequacy of expression to idea and the criteria for accuracy measurement is to be striven for is the ability of the students to form a working image of the smallest unit employed in the problem and the nature of the problem itself. The arithmetic accuracy could be generated by the students not only by formal memory work but with the correct conception of accuracy can be just as accurate as the most experienced adult.

The article presents the outline of the course of study for the seventh and eighth grade students. The outline includes history, mathematics, and oral reading. Following their study of the Cave Men, Britons, and the Romans in Britain, the class will be studying the Normans and their conquest of England. The subject may be called "William the Conqueror." For the mathematics, the school will make a topographic map of at least a part of a certain Lincoln Park. This will be done in the park, with each pupil collecting data and making his or his own map of the south end of the said park. For their oral reading, children will have a paraphrase of two Anglo-Saxon poems.

The article presents the educational outline on home economics, nature study and geography, and mathematics, as well as the course of study for January and February 1903 for the fifth grade class. In history, the pupils were asked to picture the scene of the Mayflower's landing to investigate the colonial period of New England. A study on the home life and occupations of the people was also conducted. In Home Economics, there was cooking of coddled apples, canning of pears, making of filling for pumpkin pies. The pupils observed the dense fog which covered Chicago on November 19, 1901 in connection with the nature study and geography. The North America wool industry was also studied. In Mathematics, finding of the average weight of sheep, as well as reduction of recipes in cooking class were presented.

The article discusses the evidences regarding the children's ability to learn in arithmetic. The kinds of evidence are: evidence from first-grade inventories, from evaluation by testing and from the control groups experiments. The first was obtained by listing the number of children before or just after they enter school. The second was secured by measuring the effects of arithmetic instruction when initiated at several points in the grades. The third deals with two phases of problems.

The article cites a study that investigates the arithmetic difficulties in elementary schools in Chicago, Illinois. It also aims to set up appropriate remedial measure for these deficiencies. In diagnosing individual difficulties, the Buswell-john Diagnostic Chart for Fundamental Process in Arithmetic was administered to all the pupils. Findings revealed that pupils learn arithmetic skills without mastering others.

The article examines the reasons why the student is deficient in using arithmetic. Extensive study found out that untimed tests based on accuracy alone have slight value. Teachers oftenly do not determine specific deficiencies in the work of pupils, teachers teachers know that pupil are slow, but they failed to locate the particular difficulty.

This article reports on an investigation of the uses of arithmetic in the out-of-school life of first-grade pupils. The findings indicate that 30 percent of the occasions occurred in transactions carried on in stores, 18 percent in games on counting, 14 percent in reading Roman numerals on the clock, and 13 percent in reading pages in books.

Determines the difficult combinations in addition among pupils who take arithmetic tests. Factors influencing the time required for the subject to give the sum of any combination; Performance of the pupils from the third to seventh grades; Effect of the arrangement of any two digits on the time response.

This article presents a survey of research studies on the psychology of secondary-school mathematics. Benz constructed a test containing fifty items, several of which deal with arithmetic but most of which are algebraic type. The study gave numerous suggestions to teachers about ways of carrying on remedial work with their pupils and of improving instruction in algebra. Clem and Hendershot made a study of the work of eighty pupils in ninth-year algebra on seven verbal problems. On the basis of their findings, they recommended that teachers employ specific techniques in teaching verbal problems. A study made by Powell aimed to gather problem most suitable for elementary algebra.

The article relates the author's experience with the problems of training youngsters in science that will permit them to perform their obligations as citizens in a scientifically oriental human culture. The area of training that prepares one to effectively understand science and properly construct the knowledge of science so that the operations of logic and mathematics may be properly understood and pursued. Modern science is more concerned with structured concept such as set forth and display the logical relations of the constituents of the concepts in the language of the logical operations that describe the relations.

The article investigates whether an instructional sequence in mathematics, directly related to selected quantitative science behaviors, would facilitate the acquisition of the quantitative science behavior more than an instructional sequence in mathematics not directly related to the science behaviors that happened to be occurring simultaneously. The materials in the experiment comprised of two science exercises and an instructional sequence in mathematics based upon hierarchy of mathematical capabilities necessary for the acquisition of the goals of the science exercises. Offering a thorough discussion of the investigation, the author concludes that when a carefully prepared mathematics sequence precedes a quantitative science exercise, greater achievement of the science objectives can be expected.

The study describes the efforts and outcomes of the undergraduate mathematics education programs for prospective teachers in the U. S. The program attempts to develop objectives for the preservice elementary school teachers. A basic assumption underlying objectives in the conference was that prospective teachers would have an adequate mathematics understanding to teach elementary school children. The identification and assessment of the basic objectives of preservice programs assist teachers in evaluating their competencies and in considering improvement programs, it also suggest an approach for the improvement of undergraduate programs.

The article presents a study which compares the school achievement of children who live in an orphanage with that of children who have a normal home background. Incidental to this main purpose, the attendance, punctuality, and citizenship records of the two groups were also compared. The study was based upon 77 matched pairs, each pair being composed of an orphanage and a non-orphanage child. The pairs were matched on age, sex, mental rating, grade location, teacher, language spoken at home, and physical defects. The two groups were compared on the following 15 variables: age in months, average number of citizenship demerits per semester, average number of half-days absent per semester, average number of times tardy per semester, and honor points averages based upon teachers' marks in arithmetic, English, literature, reading, spelling, social science, writing, art, music, manual arts, and health education. The data revealed no significant differences when age and academic achievement were considered. It is possible that the observed differences are due to the errors of random sampling. Statistically significant differences were found to exist between the groups in citizenship marks and attendance and punctuality records, the first being in favor of the non-orphanage pupils while the latter two are in favor of the orphanage children.

The article reflects on the author's view regarding the methods of presenting the subjects to pupils. According to the author, teachers who take their ideas from the text-books about the said method is likely to led astray in several ways. One of these ways is the presumption that since the books usually present the subject with a list of definitions of technical terms, the ability to provide correct definitions would be the first result to be sought. He cited that educators who have offered the subjects that are most thought, appear to agree that the earlier stages of number study and arithmetic should be inductive.

The article reflects on athletics as reinforcement in a community program for academic achievement. The section reports on a community-based project in which athletics was used as reinforcement for academic achievement in arithmetic. Students from grades five to ten participated in the year for which results are reported. In ten weeks, academic gains ranged from .5 to 1.2 grade levels in areas where work was programmed. It states that for the control area where academic work was not programmed no reliable change occurred.

The article offers information on elementary education. The Elementary School of the School of Education is comprised of children ages three to fifteen years, under the tutelage of trained teachers, who are aided by departmental teachers and pedagogic students. The school's operation is centered on community life. The purpose of developing the school a community in harmony with society leads to the acceptance of occupations as fundamental. Hence, occupations like cooking, gardening, housekeeping, wood-working, making of clothing are accorded great importance. Subjects such as literature, science, mathematics, geography, and languages are related to this concern.