The Psychology Underlying the Teaching of Arithmetic
Abstract
In making a study of the teaching of arithmetic in the elementary school the two fundamental considerations seam to be: (1) What are the ends to be accomplished in arithmetic? and, (2) What are the best methods of accomplishing these ends? The first of these questions is essentially one of sociology and therefore will not be discussed here. The "Psychology of Arithmetic", as it is commonly called, deals with the second question. Psychology has for its field of investigation the properties and workings of the human mind. In considering methods to be used in teaching arithmetic we must keep in mind; (a) the native equipment of the child, (b) the properties and capabilities of the child's mind that will assist him in learning arithmetic, (c) how these properties and capabilities can be used to the best advantage, and, (d) how his achievement can be measured.
Subject Area
Educational evaluation|Educational psychology|Mathematics education|Educational tests & measurements
Recommended Citation
Sandells, Marion R, "The Psychology Underlying the Teaching of Arithmetic" (1925). ETD Collection for Fordham University. AAI29281881.
https://research.library.fordham.edu/dissertations/AAI29281881
