The Psychology of Arithmetic

When the analysis of the mental functions involved in arithmetical learning is made thorough it turns into the question, 'What are the elementary bonds or connections that const...

According to common sense, the task of the elementary school is to teach:--(1) the meanings of numbers, (2) the nature of our system of decimal notation, (3) the meanings of add...

The general facts concerning individual variations in abilities--that the variations are large, that they are continuous, and that for children of the same age they usually clus...

One of the best ways to clear up notions of what the functions are which schools should develop and improve is to get measures of them. If any given knowledge or skill or power...

Computation of one or another sort has been used by several investigators as a test of efficiency at different times in the day. When freed from the effects of practice on the o...

Suppose that a pupil does all the work, oral and written, computation and problem-solving, presented for grades 1 to 6 inclusive (that is, in the first two books of a three-book...

An inventory of the bonds to be formed in learning arithmetic should be accompanied by a statement of how strong each bond is to be made and kept year by year. Since, however, t...

It would be a useful work for some one to try to analyze arithmetical learning into the unitary abilities which compose it, showing just what, in detail, the mind has to do in o...

The plate which you see, the egg before you at the breakfast table, and this page are concrete things, but whiteness, whether of plate, egg, or paper, is, we say, an abstract qu...

Dewey, and others following him, have emphasized the desirability of having pupils do their work as active seekers, conscious of problems whose solution satisfies some real need...

The bonds to be formed having been chosen, the next step is to arrange for their most economical order of formation--to arrange to have each help the others as much as possible-...

Arithmetic, although it makes little or no appeal to collecting, muscular manipulation, sensory curiosity, or the potent original interests in things and their mechanisms and pe...

The activities essential to acquiring ability in arithmetic can rely on little in man's instinctive equipment beyond the purely intellectual tendencies of curiosity and the sati...

We distinguish aimless reverie, as when a child dreams of a vacation trip, from purposive thinking, as when he tries to work out the answer to "How many weeks of vacation can a...

The same amount of practice may be distributed in various ways. Figures 7 to 10, for example, show 200 practices with division by a fraction distributed over three and a half ye...

We shall consider in this chapter the influence of time of day, size of class, and amount of time devoted to arithmetic in the school program, the hygiene of the eyes in arithme...