Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

This thesis looks at what the Forth Worth public schools have accomplished with their revised curriculum in arithmetic, and whether such achievement can be demonstrated.

The over-all purpose of this study is to determine the ways in which children differ from one another as related to the instructional program in the school, to point out ways of taking care of individual differences in the learning situations in the classroom, and to apply these principles to the teaching and learning of arithmetic in the higher grades at the elementary level.

The primary purpose of the study was to determine, scientifically, if there is any significant difference between the ability of boys in the seventh grade and the ability of girls in the same grade to retain arithmetical ideas, facts, and processes. A second purpose was to investigate the causes of differences that were found to exist.

No description available.

No description available.

The purpose of this study was to examine the effectiveness of a school-developed continuous-progress program in mathematics in terms of how well students achieved in arithmetic computation, concepts, and applications. The study also investigated the student's attitude toward arithmetic. Conclusions and Recommendations: 1. All students in grades four through six favored the continuous progress program over the conventional program in terms of arithmetic computation and concepts. Grades four through seven favored the continuous progress program in terms of arithmetic applications. A trend was noted that indicated the program was more effective for lower grade levels. It is recommended that the continuous progress be used with all fourth and fifth grade students and that a longitudinal study be developed for the fourth and fifth grades as they continue the experimental program through the eighth grade. 2. Sex is a doubtful factor in determining the effectiveness of the continuous progress program. A trend did appear in the area of arithmetic computation that indicated sex may be a greater factor in this variable than in the other three variables studied. It is recommended that further study be done concerning the relationship of sex to arithmetic achievement when using a continuous progress concept. 3. The third part of the study failed to reveal any trends in terms of grade level comparisons for any of the three twelve-week intervals. It was noted, however, that the middle twelve-week period produced much less variability (fewer significantly different comparisons) than did the first or last periods. It was also noted that the mean gain in computations scores decreased as the year progressed while the mean gain in application scores increased. This suggested that a study should be designed to investigate the relationship of the learning rate of students to the period of the year the material is being studied.

This research paper is a description and analysis of a test devised to measure knowledge of the four mathematical operations at the 6th grade level.

It is the purpose of this study to determine what effect a two week pre-school, inservice workshop in arithmetic for Mt. Diablo elementary school teachers have arithmetic achievement scores in the middle grades of that district.

"This paper is an account of a project which began primarily as an attempt to set up an activity program that would result in a high degree of accuracy in computational operations. It soon became evident that the activity was serving as an instrument for removing emotional blocks and relieving frustrations. A pleasant atmosphere of cooperative interprise took the place of classroom discipline, and the teacher found herself no longer a 'party to,' but a partner in a learning situation. The program has completed its fourth year. It has been revised, adapted, and added to, when the situation indicated a need. The classes taking part in the most recently revised activities are the ones whose performances are described in this paper"--Introduction. / "August, 1949." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaves 42-44).