The Psychology of Arithmetic

Applies newer dynamic psychology to elementary arithmetic, arguing that learning consists of forming connections between situations and responses; examines what constitutes numerical knowledge, computation skills, and problem solving; discusses measurement of arithmetical abilities with tests; analyzes habit formation, drill, amount and distribution of practice, sequencing of topics, and the strength of bonds; treats abstract thinking, reasoning, and use of concrete objects; addresses pupils' innate tendencies, interest, eye hygiene, oral, mental, and written methods, problem attitude, and individual differences, offering practical principles for organizing instruction and improving arithmetic teaching.