Special Method in Arithmetic |
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abacus abstract acres addition and subtraction applied arith basis blocks cents chief child clearly common fractions commutative law compound numbers concrete cost counting course of study cubes David Eugene Smith decimal fraction decimal scale dictation exercises dimes divisor drill dry measure elementary example expense experience factors familiar foot geography give grammar grades grammar school Grube method Hoosac Tunnel important topics inch interesting intermediate grades interpretation irrigation large number let the children long division mastery mathematical means measuring ment mental arithmetic METHOD IN ARITHMETIC metic metric system multiplication and division multiplication table natural number idea number relations number space objects operations oral problems parallelepipeds percentage population processes pupils quantity rule short division Special Method splints standard units teacher teaching text-book things thought thought movement tion treatment troy weight United States money units of study whole number writing written problems
Popular passages
Page 31 - Number is not (psychologically) got from things, it is put into them. It is almost equally absurd to attempt to teach numerical ideas and processes •without things and to teach them simply by things. Numerical ideas can be normally acquired and numerical operations fully mastered only by...
Page 124 - Mental arithmetic, systematically taught from a rationally prepared text-book, is the life and soul of rational method. There is constant adaptation to the normal mental action of the child. During the lesson the teacher is in vital touch with the child's mind ; sees the child's personal self-activity in the making of images and in controlling their movements. There is hence the least possible waste for both teacher and pupil. The teacher takes care of the image, and then the concept takes care of...
Page 40 - ... attained, and through rational use become in due time accurate scientific conceptions. Besides valuable discipline, the child gets possession of facts and principles — of elementary knowledge, it may be said — which are essential in his progress towards scientific concepts and organized knowledge. It seems absurd, or worse than absurd, to insist on thoroughness, on perfect number concepts, at a time when perfection is impossible, and to ignore the conditions under which alone perfect concepts,...
Page 22 - Equation of payments — made unnecessary by improved banking facilities. Partnership — made unnecessary, in the old sense, by stock companies. Cube root. All algebra, except such simple use of the equation as is directly helpful in...
Page 21 - Apothecaries' weight. Troy weight. Examples in longitude and time, except the very simplest, involving the 15° unit since our standard time makes others unnecessary. The furlong in linear measure. The rood in square measure. The dram and the quarter in avoirdupois weight. The surveyor's table. Table on folding of paper.
Page 22 - Complex and compound fractions as separate topics. " Compound proportion. " Percentage as a separate topic, with its cases. " True discount. " Most problems in compound interest, and all in annual interest. " Problems in partial payments, except those of a very simple kind.
Page 31 - It is then almost equally absurd to attempt to teach numerical ideas and process without things, and to teach them simply by things. Numerical ideas can be normally acquired, and numerical operations fully mastered only by arrangements of things— that is, by certain acts...
Page 39 - Grube method (with many methods in all but name identical with the Grube) says that some one thing is the natural beginning from which we proceed to two things, then to three things, and so .on. Two, three, etc., being fixed, it becomes necessary to master each before going on to the next. Unless four is exhaustively mastered, five cannot be understood.