A Diagnostic and Corrective Study of the First, Second, and Third Grade Arithmetic in the William Anderson Peete Elementary School of Tyler, Texas
Date of Award
Master of Science
Valid knowledge concerning the teaching and learning of arithmetic can be obtained only through investigation, that is competent and thorough from the viewpoint of research techniques. This knowledge must be so conceived and carried out that information gained, thereby, can be adapted directly to the practiced enterprises of teaching and learning.
This thesis was planned with the hope that it might make some slight contribution to improve instruction in primary arithmetic. The efficiency of instruction at this level in teaching arithmetic may be measured by the ability of the pupils. These learning aspects relate to: 1. Understanding of the processes of addition, subtraction, division, and multiplication. 2. Skill in their use in solving simple verbal problems. 3. The influence of various forms of number presentation (abstract and concrete) upon success in solving these problems.
In this study, we are interested primarily with the achievements of pupils in arithmetic; however, other factors will be involved to diagnose each pupil thoroughly. These are the intelligence quotient, mental age, social background, environment, and previous instruction.
This study is somewhat limited, because there is a very limited number of standardized tests on the market for grades one and two. Secondly, individual difference enters in any case where humans are involved.
A. C. Preston
Prairie View A&M College
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Date of Digitization
John B Coleman Library
City of Publication
VanPotter, M. N. (1949). A Diagnostic and Corrective Study of the First, Second, and Third Grade Arithmetic in the William Anderson Peete Elementary School of Tyler, Texas. Retrieved from https://digitalcommons.pvamu.edu/pvamu-theses/1345