The Teaching of Arithmetic

Front Cover
Macmillan, 1923 - Arithmetic - 486 pages

Other editions - View all

Common terms and phrases

Popular passages

Page 180 - There is a happy moment for fixing skill in drawing, for making boys collectors in natural history, and presently dissectors and botanists; then for initiating them into the harmonies of mechanics and the wonders of physical and chemical law.
Page 471 - A facsimile reproduction was made of an actual examination paper in plane geometry. A copy of this reproduction was sent to each of the high schools included in the North Central Association of Colleges and Secondary Schools, with the request that it be marked on the scale of one hundred per cent by the teacher of geometry. The teacher was asked to mark the paper by the method he was accustomed to use.
Page 24 - In general, the value of specific habits under a change of conditions depended directly on the presence of a general idea which would serve for their control.
Page 128 - The financier does not think merely for money nor the scientist for truth nor the theologian to save souls. Their intellectual efforts are aimed in great measure to outdo the other man, to subdue nature, to conquer assent. The maternal instinct in its turn is the chief source of woman's superiorities in the moral life. The...
Page 180 - In all pedagogy the great thing is to strike the iron while hot, and to seize the wave of the pupil's interest in each successive subject before its ebb has come, so that knowledge may be got and a habit of skill acquired — a headway of interest, in short secured, on which afterward the individual may float.
Page 134 - Little Jack Horner Sat in a corner Eating a Christmas pie; He put in his thumb, And pulled out a plum, And said, "What a good boy am I!
Page 174 - English thousand millions), (2) addition and multiplication of integers, of decimal fractions with not more than three decimal places, and of simple common fractions, (3) subtraction of integers and decimal fractions, and (4) a little of division. Of applied arithmetic we need to know (1) a few tables of denominate numbers, (2) the simpler problems in reduction of such numbers, as from pounds to ounces, (3) a slight amount concerning addition and multiplication of such numbers, (4) some simple numerical...
Page 23 - You cannot be sure that any fact is absolutely unrelated to any other, and so far as they are related, learning the one makes easier learning the other. In both rote and logical learning there are definite habits and capacities of attending to be acquired, and these may apparently be acquired in one field and used in another. We have to do in memory, then, with a large number of fairly distinct physiological capacities, but their use has become so dependent upon habits common to the different capacities...
Page 226 - and " habituation " as methods of mastery: (1) Any fact or process which always recurs in an identical manner, and occurs with sufficient frequency to be remembered, ought not to be " rationalized " for the pupil, — but
Page 132 - There are not only neurones ready to be set in action by direct stimuli from the sense-organs, but also neurones ready to be set in action by more remote or secondary connections. For example, a baby likes not only to see a pile of blocks tumble or a wheel go around, but also to find the blocks tumbling when he hits them, or the wheel revolving when he pushes a spring. Satisfactions of the second sort are, indeed, if anything the more potent. Merely hearing the toot of a horn is a feeble joy compared...

Bibliographic information