This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1918 edition. Excerpt: ...be drilled blindly upon subtraction or division, but the major emphasis would be placed upon the particular subtraction or division processes in which the class proved to be weak. Not only would there be a more careful selection of the type of exercise to be used for class drill, but a more intelligent ...
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This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1918 edition. Excerpt: ...be drilled blindly upon subtraction or division, but the major emphasis would be placed upon the particular subtraction or division processes in which the class proved to be weak. Not only would there be a more careful selection of the type of exercise to be used for class drill, but a more intelligent direction of each individual pupil's energies. Such practice would either develop a greater degree of facility in manipulating the fundamental operations than most children now possess, or equal facility would be acquired with a smaller time expenditure. Summary And Conclusions Children in Wisconsin city schools perform well in the fundamental operations of arithmetic in grades three, four and five. The best showing for all grades is made in multiplication and the poorest in addition. Many schools are particularly weak in addition in grades six, seven and eight. The eighth grade in most schools is not only weak in addition but in subtraction and division as well. The high scores made in the three lower grades indicate that a greater amount of attention is being given to arithmetic in these grades than is necessary. This becomes more evident than ever when we consider that this unusual proficiency is lost in the upper grades. The tests indicate wide differences in the arithmetical achievement among pupils of the same grade. The overlapping of performances from grade to grade is so great as to indicate that many upper grade children are doing little else than marking time. These wide variations and marked overlappings are to be attributed mainly to differences in the quality of the teaching, differences in native endowment, to improper grading and to unequal attendance. Some pupils apparently are attempting work that is beyond them and others...
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