bluuebunny/crossref_metadata_2025 huggingface dataset:
Liquefaction during historic earthquakes in New Zealand
Authors: Fairless G. J. , Berrill J . B.
Published: October 2020

The literature has been searched for accounts of liquefaction during historic earthquakes in New Zealand. About 30 fairly clear cases of liquefaction were found in 10 earthquakes since 1843. The 1848 Marlborough and the 1931 Napier earthquakes appear to have caused the most widespread occurrences. Both were large earthquakes in regions with extensive saturated fine-grained alluvial deposits. Since liquefaction has only recently been recognised as a distinct phenomenon, evidence of its occurrence was not expressly searched for in early investigations, and it is possible that many instances have gone unrecorded. Therefore it is likely that liquefaction has been more pervasive than the 30 clear cases suggest. With the exception of the M ≥ 6, 1895 Taupo earthquake which liquefied a pumice soil, all have occurred in earthquakes with magnitudes of at least 6.9. However, some larger earthquakes, most notably the 1929, M = 7.8 Murchison earthquake, have produced no records of liquefaction that we could find. Given the uncertainties of early epicentral locations, the New Zealand cases are consistent with the expression of Kuribayashi and Tatsuoka (1975) for distance to the farthest site of liquefaction, although the number of cases is too small to establish the correctness of the relationship under New Zealand conditions.
The Impact of Covid-19 Spread on Stock Markets: The Case of the GCC Countries
Authors: Alber Nader , Saleh Amr
Published: October 2020

This paper attempts to investigate the effects of 2020 Covid-19 world-wide spread on stock markets of GCC countries. Coronavirus spread has been measured by cumulative cases, new cases, cumulative deaths and new deaths. Coronavirus spread has been measured by numbers per million of population, while stock market return is measured by Δ in stock market index.

Papers conducted in this topic tend to analyze Coronavirus spread in the highly infected countries and focus on the developed stock markets. Countries with low level of infection that have emerging financial markets seem to be less attractive to scholars concerning with Coronavirus spread on stock markets. This is why we try to investigate the GCC stock markets reaction to Covid-19 spread.  

Findings show that there are significant differences among stock market indices during the research period. Besides, stock market returns seem to be sensitive to Coronavirus new deaths. Moreover, this has been confirmed for March without any evidence about these effects during April and May 2020.
Hepatitis B infection in people living with HIV who initiate antiretroviral therapy in Zimbabwe
Authors: Goverwa-Sibanda T. P. , Mupanguri C. , Timire C. , Harries A. D. , Ngwenya S. , Chikwati E. , Mapfuma C. , Mushambi F. , Tweya H. , Ndlovu M.
Published: October 2020

Setting: There is little information about the diagnosis and treatment of hepatitis B virus (HBV) infection in people living with HIV (PLHIV) in Zimbabwe despite recommendations that tenofovir (TDF) + lamivudine (3TC) is the most effective nucleoside/nucleotide reverse transcriptase
inhibitor (NRTI) backbone of antiretroviral therapy (ART) in those with dual infection.Objective: To determine 1) numbers screened for hepatitis B surface antigen (HBsAg); 2) numbers diagnosed HBsAg-positive along with baseline characteristics; and 3) NRTI backbones used among PLHIV
initiating first-line ART at Mpilo Opportunistic Infections Clinic, Bulawayo, Zimbabwe, between October 2017 and April 2019.Design: This was a cross-sectional study using routinely collected data.Results: Of the 422 PLHIV initiating first-line ART (median age 34 years,
IQR 25–43), 361 (85%) were screened for HBV, with 10% being HBsAg-positive. HBsAg positivity was significantly associated with anaemia (adjusted prevalence ratio [aPR] 2.3, 95%CI 1.1–4.7) and elevated ala-nine transaminase levels (aPR 2.9, 95%CI 1.5–5.8). Of 38 PLHIV who
were diagnosed HBsAg-positive, 30 (79%) were started on ART based on tenofovir (TDF) and lamivudine (3TC), seven were given abacavir (ABC) + 3TC-based ART and one was given zido vudine (ZDV) + 3TC-based ART.Conclusion: In PLHIV, HBV screening worked well, the prevalence of HIV-HBV
co-infection was high and most patients received appropriate treatment for both conditions. Recommendations to improve screening, diagnosis and treatment of HIV-HBV co-infection are discussed.
Bathing or Not Bathing: Which Is Better for Umbilical Cord Separation Time and Bacterial Colonization in Neonates?
Authors: Siroosbakht Soheila , Aarabi Nahid , Rezakhaniha Bijan
Published: October 2020

Background: Sepsis is the third cause of death in the first month of life, and the umbilical cord is an important source for sepsis Objectives: We compared the effects of bathing or not bathing on bacterial colonization and cord separation time. Methods: A quasi-experimental study assessed term newborns at Golestan hospital, Tehran, Iran, from 2019 to 2020 in three groups. Bath (B) group included neonates who were bathed with tub water every two days (n = 90). Clean product (CP) group neonates were bathed with cleaners every two days (n = 87). Dry care cord (D) group neonates were not bathed during the first 10 days (n = 63). Periumbilical cord swabs were collected on the 10th day and cultured in blood agar and Eosin methylene blue agar. Bacterial sensitivity tests were done by disk diffusion. Results: The average time to cord separation was 8.2 ± 1.74 days (group B: 9.1 ± 2.1 days, group CP: 8.7 ± 1.82 days, group D: 6.8 ± 1.3 days), which was shorter in group D (P= 0.048). The positive culture rates were 77.8% in group B, 78.1% in group CP, and 74.6% in group D, which were not significantly different between the groups (P = 0.073). Staphylococcus aureus was the most common isolated species. Staphylococcus epidermis and Escherichia coli were the other most common species. Conclusions: Bathing with or without cleaners is safe. No-bath and water bath with or without cleaners had no difference in the rate and type of bacterial culture in umbilical cord but the cord separation time was shorter in the no-bath group. Therefore, in the first week, if a mother does not believe in bathing her baby, she should not be denounced and told that she did something wrong with cord hygiene.
Impact of Fiscal Decentralization Reforms in Albania
Authors: MUHARREMI Oltiana , CAKERRI Lorena , MADANI Filloreta
Published: October 2020

Decentralization and fiscal decentralization constitute one of the most followed trends for political and economic reform in recent years around the world. Albania, in the 1990s, begins its process of transitioning from a centralized economy to a free-market economy. This process is accompanied by transforming existing economic mechanisms and infrastructure to better function the free-markets model, but above all, with the need to develop and create new legal, institutional, economic, and social instruments and spaces to increase the allocation and efficiency of public and private resources. The objective of this study is to give an appropriate answer to the question: What has been the impact of decentralization reforms on the performance of public services provided by local government? The research paper will focus on the role that improvements and legislative changes play in the country's economic growth. Within the past two decades, progress is made in advancing decentralization reform, but there are still many challenges ahead, such as the lack of a clear legal and regulatory framework. Adding to that concern is the financial autonomy of local governments, which remains a challenge for the future. The research methodology used will be a descriptive analysis of data obtained from the Ministry of Finance and Economy and local municipalities on the impact of the reforms. Recommendations and suggestions will be given on the reforming process, as well as ways to increase the efficiency of local government units.
Health Technology Assessment. Literature Review.
Authors: ROZMARINOVÁ Jana
Published: October 2020

Health Technology Assessment (HTA) is one of the tools that can be used to support rational and objective decision-making in healthcare in the endeavour to contain public expenditure while maintaining the availability of healthcare interventions. The complex process of HTA often struggles to find its place in public policies and faces pressure from various stakeholders. HTA has existed since the 1970s and as a formal process has its roots in the United States. During the 1980s, HTA began to spread outside the US and over the next twenty years, reached almost all European countries, including some countries in Central Europe. The rise of HTA brought about an exponential increase in the empirical studies of HTA available in academic databases. This study reviews the available literature to analyse the development and research topics and the potential pitfalls of HTA implementation.
Take-Away Is Not Enough!
Authors: Glenadine Gibb E.
Published: October 2020

“There were 8 children playing at Mary's house. Then 2 children went home. How many children are still at Mary's house?”
A Selected Bibliography of Research in the Teaching of Arithmetic
Authors: Glenadine Gibb E.
Published: October 2020

This annotated bibliography COnsists of selected studies reported in the literature within the last ten years by teachers who have carried on research in their own classrooms (as nearly as the writer has been able to ascertain) and by others who have used research techniques which are applicable to ordinary classroom situations.
The value of “teacher-aide” participation in the elementary school
Authors: Scrivner A. W. , Urbanek R.
Published: October 2020

In the fall of 1960 the faculty of the college of education met together for the first time to plan a program of professional education for the new University of South Florida. One aspect of the program which was distinctly different from other comparable programs was a sequential series of professional laboratory experiences which had depth, breadth, and continuity.
Growth in number readiness in kindergarten children
Authors: Dutton Wilbur H.
Published: October 2020

Sound research studies, beginning with Brownell's4* classical study of 1941, have shown that children already possess many number concepts before entering first grade. Bjonerud2 reported specific number concepts possessed by preschool children at the time of kindergarten entrance and recommended systematic instruction beginning no later than second semester in the kindergarten year. Davis6 studied the growth of familiarity with measurement in children of four and five years of age. Sussman,13 in a recent study, has shown that today's kindergartners know as much about arithmetic at the beginning of kindergarten as first-grade children did a few decades ago. Today apparently there are forces at work which are enabling preschool children to learn and use more arithmetic than at any other period of our educational history.
That backward Yllis math
Authors: Ellison Alfred
Published: October 2020

My colleague, Professor Ipswich, sounded quite excited on the phone. He dispensed with the usual amenit ies with almost rude haste, then demanded, <Come right over. I have some exciting tapes and other material you must help me analyze. The natives I lived with for three years developed a remarkable kind of mathematics, and I need aid in deciphering it. Come over immediately.=
The effect of Cuisenaire materials on reasoning and computation
Authors: Passy Robert A.
Published: October 2020

This is an evaluation of a program of elementary school mathematics that has been in operation for four years. The program was introduced into the various grade levels, one grade at a time. The fourth year of the program, the time of this evaluation, was a year in which the program was undertaken in Grade 3 for the second time. The program was limited to the first three grades and the kindergarten.
Verbal problem solving
Authors: Grossnickle Foster E.
Published: October 2020

A problematic situation occurs whenever a habitual response cannot be given to the problem encountered. In the field of arithmetic, the pupil may not know the answer to a basic number pair, such as 12÷3. A situation of this kind constitutes a problem for that pupil. Most teachers of arithmetic infer that problem solving refers to verbal problems. To limit the topic of this article, work dealing with problem solving will be confined to verbal problems.
Preparation of manuscripts
Authors: Glenadine Gibb E.
Published: October 2020

We encourage you to submit manuscripts to be considered for publication in The Arithmetic Teacher.
The competence in arithmetic of prospective Georgia elementary teachers
Authors: Creswell John L.
Published: October 2020

Today one need read only a small portion of the educational literature to note a concem for the mathematical competence of those persons who arc preparing for positions as elementary school teachers [1].* Leaders in education are becoming concerned because many studies have shown that pro pective elementary teachers and elementary teachers-in-service lack an understanding of arithmetic concepts and processes.
Equal time
Authors: Rodman James T.
Published: October 2020

It was with considerable interest that I read in the October, 1963, issue of THE ARITHMETIC TEACHER the following articles: (I) the editorial comments by E. W. Hamilton, (2) Dr. Brownell's report on his research project, and (3) the article by Professors Andrews and Nelson.
The readability of experimental mathematics materials
Authors: Smith Kenneth J. , Heddens James W.
Published: October 2020

A great deal of controversy has existed in recent years concerning new experimental mathematics materials for the elementary grades. Most of this controversy has centered around the use of the “discovery method.” A practical consideration which seems to have been neglected is that of the readability of these materials, particularly since they seem to require more reading than do traditional materials. It would appear that the merits of the discovery method are largely immaterial if Johnny cannot read his book.
Programmed instruction in elementary arithmetic
Authors: Fincher Glen E. , Fillmer H.T.
Published: October 2020

There is a current interest in programmed learning in the areas of psychology and education. In the near future we can expect to see numerous programmed textbooks prepared for use in the schools. Extensive research in the classroom use of such materials is necessary to insure that these materials are effective and that proper teaching methods and procedures are employed in the use of the materials. At present there is a dearth of research evidence evaluating this new approach to the teaching-learning process. Before programmed instruction can arrive at the potential many believe possible for it, there will need to be much more research conducted in public school classrooms. In recognition of this need, the data collected in this study were concerned with the effectiveness of programmed textbooks in the elementary school.1
Retention efficiency of meaningful teaching
Authors: Shuster Albert H. , Pigge Fred L.
Published: October 2020

Among the most significant outcomes of elementary arithmetic programs are those in which pupils possess (1) computational skills, and (2) the ability to solve problems.
Pupils respond to the modern elementary mathematics
Authors: Newell Laura
Published: October 2020

Teachers of elementary mathematics are conscious of the many changes which are taking place in the program of teaching mathematics. There is general agreement that mathematics should be taught meaningfully, that children should have an opportunity to participate in a learning situation which stimulates thinking, which creates a spirit of inquiry, and which stresses the acquiring of ideas and the relationships that exist.
Andy and the toy soldiers
Authors: Perrodin Alex F.
Published: October 2020

Andy studied the advertisement in his comic book, “100 Toy Soldiers, $81.25.” Andy, a second grader, had some idea of 100. For example, he knew that ten 10's or one hundred 1's are equal to 100. The more he studied the picture and the numerals indicating the number of each item in the box, the more Andy puzzled over whether there act ually were 100 toys in the set. (He had already noted that the advertisement was misleading because it said “100 Toy Soldiers” while the illustration included pictures of tanks, planes, and trucks as well as soldiers.)
Determining the LCM and GCF through the use of set theory
Authors: Coltharp Forrest L.
Published: October 2020

Too often in the “transitional” series of elementary mathematics textbooks modern terms and concepts are inserted into the context of the same old material without any further reference to them throughout the book. There is no reason to teach sets, different number bases, or any of the other modern concepts unless they clarify or unify, or in some way aid in better understanding of the mathematics we have always attempted to teach.
Flash-tabs
Authors: Ingraham Elizabeth
Published: October 2020

Flash-tabs, a series of posterboard numeral cards varying in shape and color, are recommended for use in pre-school, kindergarten, and primary grade activities. They are designed as a manipulative device for individual pupils. They may be used for recognition of numerals, shapes, and colors, and may serve as models in writing the numerals.
Aids for evaluators of mathematics textbooks
Authors: Chinn William , Hach Alice , Henderson Kenneth , Kingston Maurice , Loflin Zeke , Peak Philip
Published: October 2020

The National Council of Teachers of Mathematics continually tries to bring to its membership various types of material which will be beneficial to the mathematics teacher in his day-to-day activities. Due to the rapidly changing nature of the mathematics being taught in the elementary and secondary school, it seems wise to provide at this time a set of criteria which will aid the teacher in the selection of the textbook which will best meet his needs.
How much real problem solving?
Authors: Swenson Esther J.
Published: October 2020

How much real problem solving goes on in elementary school classrooms during instruction in arithmetic? The question cannot be answered statistically. One cannot even answer the question with such nonspecific replies as much, some, or little. The answer must vary from one classroom to another, from one day to another, from one child to another. Still there is one fairly safe answer for the vast majority of situations. The answer is, “Not enough.”
Mathematical understandings of elementary school teachers
Authors: Kenney Russell A.
Published: October 2020

This article is a condensation of a study made by the author with the assistance of the Committee on Teacher Education of the San Joaquin Section of the California Association for Supervision and Curriculum Development, and with the cooperation of many teachers, including those who took the preliminary test and the 356 teachers who took the test in its final form.
The NCTM, its growth and growing pains
Authors: Meserve Bruce E.
Published: October 2020

In recent years my predecessors have established a fine tradition of a “State of the Council” address preceding our annual business meetings.
“Basic laws” for young children
Authors: Phillips Jo
Published: October 2020

I have heard that the first thing a person should do in a discussion like this is define his terms. My title is “ ‘Basic laws’ for young children.” What do I mean by “basic laws”? The commutative, associative, and distributive principles which are characteristic of the number systems used by young children. What do I mean by “young children”? Up to at least the equivalent of average sixth graders.
Are Soviet arithmetic books better than ours?
Authors: Sherman Homer C. , Belding Robert E.
Published: October 2020

Authorities have long agreed that the textbook is the most indispensable teaching instrument used in the classrooms of both the Soviet Union and the United States. Therefore, if the arithmetic program of one nation is superior to that of the other, a comparison of the texts used in each nation may well reveal some important reasons for the effectiveness, or lack of effectiveness, of each nation's arithmetic program.
“Christmas tree” numbers
Authors: Cox Anne Mae
Published: October 2020

During the pre-Christmas season we began an activity in arithmetic through singing the old ballad “The Twelve Days of Christmas.” The series of mathematical ideas involved ranged from simple to quite complex.
Mathematics in the kindergarten
Authors: Mastain Richard K. , Nossoff Bernice C.
Published: October 2020

The purpose of mathematics in the kindergarten is to develop further the understanding of quantity and relationships between quantities and to extend and enrich the vocabulary of comparisons.
A mathematics course for elementary teachers: does it improve understanding and attitude?
Authors: Todd Robert M.
Published: October 2020

Back in 1947 Glennon constructed a test of basic concepts of arithmetic; his report of the lack of understanding by students and by teachers led to intensified efforts to improve the mathematical background of both pre-service and in-service teachers [8].* Weaver [15] and Rudd [11] showed that a methods course or inservice training could result in improved understanding of the concepts on the Glennon test. It was noted that the groups studying for more understanding were somewhat above the average, i.e., those most in need of it were not the ones choosing to get further t raining. Bean found that simply taking the Glennon test “ … caused many teachers to make more realistic self appraisals, a condition necessary for the success of any program of improvement” [2].
Patterns in arithmetic
Authors: Peterson John A. , Hashisaki Joseph
Published: October 2020

There are many varied patterns in arithmetic that could be mentioned in this article, and the selection has been arbitrary. Some are patterns in symbols and are peculiar to a particular system of numeration; some are patterns in numbers and are therefore invariant under changes from one system of numeration to another; some are geometric-related patterns, and some are word-related patterns. Each is capable of extension, and each has its own characteristics.
Comparative merits of a manipulative approach to second-grade arithmetic
Authors: Nasca Donald
Published: October 2020

Three apparently unrelated developments have significant implications for the teaching of mathematics at the primary level. First, psychology labs specializing in child development report from Geneva that an operation is something that can be performed externally with concrete materials or internally with symbols representing those materials. It has been demonstrated that the probability of consistently performing internal operations accurately is increased by repeated experiences with the external, concrete models (Piaget [13], Bruner [3], and Flavell [5]*). Secondly, both the Woods Hole Conference (Bruner [3]) and the Kational Committee of the NEA Project on Instruction [11] have indicated that one of the most important considerations of instruction is that it should be based on the structure of the particular discipline being taught. Finally, in the 1964 Yearbook of the ASCD [1] it has been pointed out by Dehann and Doll that individual differences are based not solely on rate of learning, but rather on numerous factors, and that learning is both unique and personal.
Children's responses to two types of multiplication problems
Authors: Hervey Margaret A.
Published: October 2020

How should multiplication be defined in the elementary school mathematics program? How do children conceptualize mutiplicative situations prior to classroom instruction in multiplication? Answers to these quest ions appear to be based on opinion rather than on the results of research.1
Focal point: Levels of geometric understanding: an exploratory investigation of limited scope
Authors: Weaver J. Fred
Published: October 2020

It is not unusual to find evidence to support the hypothesis that children—and teachers—differ in their degree or level of understanding of a particular mathematical concept or idea.1 This probably is as true for geometric concepts as it is for number concepts. Much of our instruction in the elementary school and in teacher education programs hopefully is designed to take into account these “levels of learning,” and to provide effectively for them.
Shortcuts for the human computer
Authors: Freitag Herta Taussig , Freitag Arthur H.
Published: October 2020

The ratio of the operating speed of an electronic computer to the operating speed of a human being is approximately the speed of light. Yet, since there will always be a need for human computation, we should aim at such maximum speed as can be reached with reasonable accuracy. Here are some computation shortcuts. In addition to an increase in speed, the individual is introduced to many number relationships and patterns that should arouse his interest. Also, different methods may be applicable to the same problem. This not only adds variety to number work but also offers mathematical checking procedures. Moreover, in all arithmetical operations, “guesstimating” a reasonable answer is primary. This should, of course, be compared with the computed answer as soon as the latter is available.
Levels of geometric understanding among pupils in Grades 4, 5, and 6
Authors: Weaver J. Fred
Published: October 2020

The April 1966 issue of The Arithmetic Teacher reported one phase of a preliminary investigation concerned with the development of a diagnostic inventory of levels of understanding within a Jimited mathematical context: one that involved the ability to classify plane geometric figures in terms of selected nondisjoint categories.1 This present sequel to the preceding report relates to the use of an exploratory form of such an instrument with pupils in Grades 4, 5, and 6.
An experiment with retarded children and Cuisenaire rods
Authors: Callahan John J. , Jacobson Ruth S.
Published: October 2020

Since much of the learning that a retarded child acquires has to be of a concrete nature, an experiment was started in February 1966 in Boston's Roxbury District with a class of these children to determine how much the Cuisenaire rods could help in the learning of elementary mathematics.
The mathematics motor activity story
Authors: Humphrey James H.
Published: October 2020

The idea of learning through motor activity is not new. In his Republic, Plato indicated that “learning takes place best through play and play situations.” In a more specific frame of reference that is more appropriate to the present discussion, Plato is reputed to have said, “Lessons have been invented for the merest infants to learn, by way of play and fun. … Moreover, by way of play, the teachers mix together [objects] adapting the rules of elementary arithmetic in play.”
Let's consider the function!
Authors: Anderson Rosemary C.
Published: October 2020

In 1963 the Cambridge Conference on School Mathematics recommended the introduction of the ideas of set and function in the early elementary grades [4].* Other groups have made similar recommendations. Set concepts have received much attention in the last ten years, and these ideas are fairly clear-cut to many elementary school teachers today. But what is really meant by the concept of function, and how is this concept to be implemented in the elementary school mathematics program? This article will attempt to clarify the meaning of function and point out what is being done and what could be done to emphasize this concept.
Quantitative vocabulary and problem solving
Authors: Lyda W. J. , Duncan Frances M.
Published: October 2020

While interpreting information on the arithmetic achievement in general and problem solving in particular of second-grade pupils at the Peach County Training School, we became concerned about the impact of direct study of quantitative vocabulary on the problem solving of second-grade pupils.
As we read
Authors: Inskeep James E.
Published: October 2020

Time, like a greased pig, is not for holding, not for keeping, always. for seeking. Jt mocks the worker, eludes the philosopher, and favors the dreamer. Can we ever measure time? Do the markings on the clocks or the grains of sand in the hourglass tell us what time is or even how it is measured? Still, we are creatures bounded, dominated, restrained, and compelled by time—that which defies an adequate definition!
A study of certain psychological and sociological characteristics as related to arithmetic achievement
Authors: Cleveland Gerald Arthur , Bosworth Dorothy L.
Published: October 2020

The purpose of this study was to discover whether there are statistically significant differences between the top-quarter arithmetic achievers and the bottom-quarter arithmetic achievers at sixth-grade level in certain psychological and sociological characteristics. These characteristics included the personality dimensions found on the California Test of Personality (1953 revision), Elementary Form AA—Grades 4–8, the Dutton Arithmetic Attitude Scale (adapted), sex, and two socioeconomic levels.
From the editor's desk
Authors: Brydegaard Marguerite
Published: October 2020

Editing The Arithmetic Teacher is far from being a one-person job. It would be an im possible task were it not for the continuing fa ithful assistance of the members of the editoria l board, and equally impossible without the inte rest of writers who submit manuscripts in which they sha re the gleanings of their experi ence. To them, on this first a nni versary of assuming responsibility as editor, I reiterate the thanks expressed more fully in the March a nd May issues of the journal.
A study of pupils' understanding of arithmetic in the primary grades
Authors: Flournoy Frances
Published: October 2020

The Primary Arithmetic Understanding Test was used in this study.1 The test contains 114 multiple-choice items based on 59 arithmetic principles taught in the prima ry grades. The test consists of four parts: (1) number and numeration, (2) addition and subtraction, (3) multiplication and division, and (4) meaning of fractional numbers. The test items were designed so that written computation would not be necessary in selecting an answer. It was judged that without the aid of written computation, the pupil would need to make use of the underlying principle on which each test item was based in order to select a correct answer.
Science and mathematics in the elementary school
Authors: Mayor John R.
Published: October 2020

The Commission on Science Education of the American Association for the Advancement of Science, with the support of the National Science Foundation, started work in the spring of 1963 on the development of an experimental elementary school science program that has significance for elementary school mathematics. The primary-grade materials have been tried out, revised, and tried again over a period of three years in fourteen centers from the state of Washington to Florida. The tryout and revision of the intermediate- grade materials is continuing. The following description of the program shows in what ways mathematics is an integral part of the program.
Topics for research studies in elementary school mathematics
Authors: Riedesel C. Alan , Pikaart Len
Published: October 2020

The past decade has been a time of unprecedented change in elementary school mathematics. During this period the thinking of teachers, mathematics educators, and mathematicians was tapped to develop new mathematics programs for the elementary school. This is still in process and hopefully will continue. The major thrust of this movement has been to improve the content of school mathematics and to teach more mathematics in better ways to more children. Now there is a need to give increased attention to obtaining research evidence concerning the overall improvement of mathematics instruction.
Forum on teacher preparation: The launching of a forum
Authors: Mueller Francis J.
Published: October 2020

Life was indeed simpler a decade or so ago. For many of us then concerned with the mathematical preparation of elementary teachers, “the way to progress” seemed so clearly defined. A separatism of the past that held arithmetic to be distinct from mathematics had largely dissolved. In the United States at least, arithmetic had come to be accepted as the vital opening chapter to the potentially endless story of mathematics.
Prime (candy bar) numbers
Authors: Rasof Elvin
Published: October 2020

The following is an approach that has been used successfully with elementary school children in developing an understanding of prime numbers. It was first tried with a group of second-grade children during an hour's presentation. Since the lesson actively involves the students, there is little fear of losing their attention over this period of time. One problem, however, did arise for which the author was unprepared: A teacher brought in to watch the demonstration asked, “So they know prime numbers, now what do I do?”
Editorial comment: As we read
Authors: Inskeep James E.
Published: October 2020

International education! Since the publishing of the International Study of Achievement in Mathematics: A Comparison of Twelve Countries this past spring, many mathematics educators have taken a closer look at the educational systems of the world. It is appropriate that The Arithmetic Teacher should fea ture international mathematics education in this issue. One of the articles here deals with the study mentioned above; the other articles describe various national systems or experiments in mathematics education. Nearly all the articles have some international flavor.
Numeration systems and their classroom roles
Authors: Rudnick Jesse A.
Published: October 2020

The revolution in school mathematics which began before the lau nching of the Russian Sputnik is now being felt in virtually every segment of the United States. Few schools have not adopted some form of curricular revision. In fact it is virtually impossible to obtain a mathematics textbook that does not in some way reflect contemporary thought. Thus our children are being exposed to a mathematics program that is, in a very real sense, different from the one that was for so long a part of our schools.
The effects of supplementing sixth-grade instruction with a study of nondecimal numbers
Authors: Schlinsog George W.
Published: October 2020

This article focuses on one of the additions to the newer mathematics programs, an addition that has attracted considerable attention from both teachers and parents: the study of nondecimal bases for numeration. It has been written to report one experience that might possibly add to our slowly developing body of knowledge, as educators, psychologists, and mathematicians continue to concern themselves with the problems of mathematics instruction. Howard F. Fehr, in his contribution to the February 1966 issue of The Arithmetic Teacher, “Sense and Nonsense in a Modern School Mathematics Program,”
Discovering discovery
Authors: Hess Adrien L.
Published: October 2020

During the past decade a number of words have been used to describe mathematics in the elementary and secondary schools. Some of these words are “new,” “modern,” “structure,” “logical,” “generalization,” “discovery.” It may appear to a reader that these words must have new meanings and that they must be particularly descriptive of phases of mathematics. The word “discovery” is used to denote a procedure for teach ing the so-caiJed new or modern mathematics.
Third International Curriculum Conference
Authors: Brown Kenneth E.
Published: October 2020

The Third International Curriculum Conference was held at St. Catherine's College, Oxford University, Oxford, England, September 17-22, 1967. It was sponsored by the Schools Council, London; the Ontario Institute for Studies in Education, Toronto; and the Center for the Study of Instruction of the National Education Association, Washington, D.C. As a representative of the National Council of Teachers of Mathematics, I was cochairman of the mathematics seminar.
School-College Relationships
Authors: Clarkson David M.
Published: October 2020

During the past decade the mathematical community has been prolific in offering advice to teachers colleges and schools of education concerning the preservice and in-service education of elementary mathematics teachers. Their recommendations, most notably those of the CUPM (Prepararion in Mathematics for Elementary School Teachers [rev. ed.; MAA, 1966]) and the Cambridge Conference on School Mathematics (Goals for School Mathematics [Houghton Mifflin, 1967]), have focused attention on the course content in mathematics currently offered new and senior teachers. It is, perhaps, unfortunate that these committees of mathematicians have not looked more deeply into the rather complex business of teaching mathematical ideas to young children, particularly since the effect of their recommendations so far has been less than overwhelmingly satisfactory.
An annotated bibliography of suggested manipulative devices
Authors: Davidson Patricia S.
Published: October 2020

This bibliography of manipulative materials has been organized into fifteen general categories: Blocks, Calculators/Computers, Cards, Construction, Drawing Tools, Geoboards, Measuring Devices, Miscellaneous Items, Models, Numerical Games, Puzzles, Shapes and Tiles, Strategy Games, Student Instructional Materials, and Teacher Resource Materials. Each item has been described briefly, and current prices (ofcourse, subject to change) have been quoted. Since such matters as postage, handling charges, and discounts depend on the particular order submitted, no attempt has been made to take these into account. It is recommended that schools obtain the latest catalogs of the various suppliers. Suggested grades are indicated merely to help with the buying; since most of the materials are very openended, they have uses appropriate to other ages as well as those mentioned.
A mathematics laboratory for prospective elementary school teachers
Authors: Fitzgerald William M.
Published: October 2020

Have you ever had the opportunity to learn mathematics in an individualized, active learning situation? When elementary school teachers are asked this question, fewer than one percent answer affirmatively. In mathematics the learning experience of nearly everyone, including elementary teachers, takes place in a room where all are expected to learn the same thing at the same time, usually as a passive receiver.
Semipermanent chalk: a valuable aid in the mathematics classroom
Authors: Miller William A.
Published: October 2020

When using a number line as a physical representation for addition, have you ever wished that you had a permanent number line on your chalkboard? How many times have you developed a geometric construction on your chalkboard and at the completion of the construction found the board so covered with auxiliary constructions (lines, arcs, etc.) that they interfered with the objective of the lesson? And then, when the auxiliary constructions were removed, the original figure was ruined. If you have expe rienced this problem, semipermanent chalk may be an inexpensive, creative solution for you.
Writing equations for “story problems”
Authors: Schoenherr Betty
Published: October 2020

Many seventh graders find story problems difficult to understand. After studying the problem to discover (1) which operation or operations to use, and (2) in which order, they are asked not merely to solve the problem, but to first write the complete problem all in one equation. This equation must show, in their proper order, all of the operations necessary to solve the problem. This sometimes requires elaborate grouping of symbols.
On readiness and remedy in mathematics instruction
Authors: Farnham-Diggory Sylvia
Published: October 2020

Mathematical thinking of one sort or another holds a special fascination for psychologists. Clinical psychologists look for personality characteristics that may be revealed by reactions to mathematical symbols; animal psychologists try to teach rats, monkeys, and even elephants to carry out rudimentary mathematical proceduresthereby drawing attention to their evolutionary significance; neuropsychologists search for mathematics in the brain; and theoretical psychologists search for the brain in mathematics—i.e., for mathematical systems that reflect the workings of the human mind.
A structured method for arithmetic problem solving in special education
Authors: Jacobson Ruth S.
Published: October 2020

While serving the children of Union, New Jersey, as the central learning disability specialist, and offering remediation in all academic areas of the elementary curriculum, the author found that one of the areas of weakness in Grades 3 and 4 in arithmetic was in the child's basic skill in the attack on solving word problems.
The fundamental principle of counting, tree diagrams, and the number of divisors of a number (the nu-function)
Authors: Rasof Elvin
Published: October 2020

An article in the January 1968 issue of THE ARITHMETIC TEACHER demonstrates an introduction to the teaching of the prime-number concept. Towards the end of this article, mention is made of the number of divisors of a number (we restrict ourselves to the positive integers).In particular, the table shown here.1
Grisly grids
Authors: Mehl William G. , Mehl David W.
Published: October 2020

The multiplication lattice grid is familiar to most teachers and many students throughout the country. A more challenging version of this grid type might include directed numbers. The writers have modified the traditional presentation and introduced a grid incorporating a new set of “rules.” The grid can be used to stimulate and to entertain the most ambitious prealgebra or algebra student.
Dots, plots, and profiles
Authors: Junge Charlotte W.
Published: October 2020

Teaching children to read and construct graphs from tabular data has been a part of elementary school programs from time immemorial. However, all too frequently this important skill has been an addition to, rather than an integral part of, the mathematics curriculum. Brief units and scattered lessons appear throughout texts in mathematics for the upper elementary grades, and some attention is given to reading graphic data in reading books devoted to the “study skills.” These lessons and units have been justified because “modem techniques of presenting data in science and social studies lean heavily upon the use of graphs.”
In the classroom: Geometry via T-board
Authors: Teegarden Donald O.
Published: October 2020

In introducing concepts of area and perimeter to fifth- and sixth-grade classes, I found the following ideas helpful, meaningful, and very exciting to the students.
A picture line can be fun!
Authors: Patterson Katherine
Published: October 2020

When the young child enters school, he has many opportunities to become involved with mathematics. Among the varied classroom activities that the writer has used, the walk-on picture line is one that delights children. This activity uses movement, builds on the child's environment, and develops oral language. The pictures may be changed according to the interest of the group. The activities with the picture line are informal in nature, and they are fun! Many mathematical concepts can be introduced, such as the cardinal and ordinal use of numbers; idea of a starting point; use of a precise vocabulary such as before, after, between, how many, which one, and which place; directions on a line; counting; one-to-one correspondence; addition and subtraction.
Focus on research: The role of attitudes in learning mathematics
Authors: Riedesel C. Alan , Riedesel C. Alan , Pikaart Len
Published: October 2020

Mathematics educators are troubled because many students have mistaken impressions about mathematics and dislike mathematical activities. More than that, many students seem to fear, even hate, mathematics.
Focus on research: Mathematical competencies of entering kindergarteners
Authors: Rea Robert E. , Reys Robert E.
Published: October 2020

Educators have long been counseled by their professional leaders to “begin where the student is” and proceed from there with appropriate materials and experiences. During the decade of the 60s, elementary school teachers have been widely influenced by this and other precepts of the “new mathematics.” Training programs, in-service activities, and commercial curricular materials have focused sharply upon teaching for understanding, pupil discovery, and pupil responsibility for applying knowledges and skills already possessed, in learning new materials and procedures.
From the editor's desk
Authors: Brydegaard Marguerite
Published: October 2020

The editorial staff of the arithmetic teacher wishes to take this opportunity to express appreciation to all persons who participate in our enterprise. whether as readers only or as writers also.
Teaching mathematical concepts using language arts analogies
Authors: Capps Lelon R.
Published: October 2020

Teachers have a constant challenge to find ways of making new concepts meaningful. Mathematics is not exempt from this challenge. The analogy is a much used technique in other subject areas. Certainly there are dangers in the use of an analogy, but the astute teacher will recognize most difficulties that arise in using analogy and will provide proper corrective procedures.
Focus on research: Mathematical concepts and abilities possessed by kindergarten entrants
Authors: Mae Heard Ida
Published: October 2020

The author initiated a seven-year longitudinal study of the children in the morning kindergarten class in the Laboratory School of North Texas State University during the fall of 1968 to: (1) make an assessment of their mathematical concepts and abilities on entering school, and (2) to follow their progress through grade six with the aim of creating appropriate materials to further their learning of mathematics.
Research on mathematics education, grades K-8, for 1969
Authors: Riedesel C Alan , Pikaart Len , Suydam Marilyn N.
Published: October 2020

This is the thirteenth in the series of annual listings of research concerned with elementary school mathematics.1 The annotated format used for the last two listings has been retained. The annotations do not summarize the study in most cases; rather, an attempt was made to state the findings that may be of particular importance to the teacher. They may serve to guide readers to those studies that are most pertinent for their needs. Little evaluation is possible when space is limited; however, each of the findings has some support within the limitations of the study on which it is based.
Forum on teacher preparation: Pedagogy in elementary mathematics education—time for a change
Authors: Leblanc John F.
Published: October 2020

The typical elementary school teacher of 1970 has been prepared as a general elementary school teacher. She may have had no other preparation to teach mathematics than a methods course; at worst, only a few weeks in a general method course; at best, a couple mathematics courses and a three-credit course in methods. Whatever her preparation, the typical teacher follows the textbook with a fair amount of vigor. This is not to be critical of the teacher since she also teaches six to ten other subjects. It can be said, however, that ordinarily she does not have a clear picture nor understanding of what she is trying to do in mathematics.
In the classroom: Where, on the number line, is the square root of two?
Authors: Mehl William G.
Published: October 2020

Although the irrational numbers are introduced in the junior high school, much of the student's conception of these numbers is limited to visualizing or working with the decimal numeral form. The idea of the nonrepeating, nonterminating decimal tends to confound these mathematically immature students. The set of irrational numbers does not, at this time, afford such students a comfortable working climate as does the set of rationals.