Sharing the past—observations to teachersAuthor(s): Joseph RaySource: The Arithmetic Teacher, Vol. 9, No. 5 (MAY 1962), p. 251Published by: National Council of Teachers of MathematicsStable URL: http://www.jstor.org/stable/41184622 .

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resent thé problem, one can attain very satisfactory results.

Remedial arithmetic materials. Specific arithmetic material which is of tremen- dous remedial significance istheMontessori material and Catherine Stern's Structural Arithmetic. (3, 4) Catherine Stern, who de- signed her material for normal healthy children has at the same time done a tre- mendous service to brain-injured children. Her non-conventional approach to number concepts by measuring rather than by counting has all the seeds for helping out children to grow up with a sound, sure, reliable foundation in number concepts and processes. The brain-injured child who is fortunate enough to take his first steps into the world of numbers with Catherine Stern's Structural Arithmetic enjoys and benefits from his work in arith- metic more than the child who is taught with the traditional material and tech- nique.

References

1 Silver, A. A., and Hagin, R. "Specific Reading Disability; Delineation of the Syndrome and Relationship to Cerebral Dominance," Comprehensive Psychia- try, 1, 2 (April, 1960), pp. 126-34.

2 Strauss, A. A., and Lehtinen, L. E. Psychopathology and Education of the Brain Injured Child. New York: Grune & Stratton, 1947.

3 Stern, Catherine. Children Discover Arithmetic. An Introduction to Structural Arithmetic. New York: Harper & Broth- ers, 1949.

4 . Structural Arithmetic Course 1 : Experimenting with Numbers and Dis- covering Arithmetic; Course 2: Discover- ing Arithmetic, Levels I, II, III, with kit of classroom materials, pupil's work- book, teacher's edition of pupil's work- book, and Manuals. Boston: Houghton Mifflin Co., 1954.

Sharing the past- observations to teachers

"Intellectual Arithmetic should be thoroughly studied by all, and especially by the young, be- fore commencing Practical.

"When admissible, pupils studying Arithmetic should be taught in classes; the presence of the class being a stimulus to both teacher and pupil. This arrangement also economizes time, since the same oral illustrations necessary for the in- struction of a single pupil, serve for a class.

"The time occupied at each recitation ought not to be less than thirty minutes, nor more than one hour. The class should not be too large; and, if possible, the attainments of its members equal.

"Every school should have a blackboard, on which pupils can solve the questions and explain the method of solution.

"A prime object in recitations is to secure at- tention. To do this, the exercises must be inter- esting, and all must be kept employed. Let as many be called out as can obtain positions at the blackboard, and let all solve the same ques- tion at once.

"When the solutions are completed, let some one be called on to explain the process, giving the reason for each step of the operation. Exer- cises thus conducted animate the class; and by requiring the learner to explain every process, and assign a reason for every step, he learns to rely on his own reasoning powers." - Joseph Ray in Practical Arithmetic in 1867.

May 1962 251

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