bluuebunny/crossref_metadata_2025 huggingface dataset:
Dairy herd production aspects of family farms in Western Amazon, Brazil
Authors: Reis Eduardo Mitke Brandão , Lopes Marcos Aurélio , Lima André Luis Ribeiro , Demeu Fabiana Alves , Benedicto Gideon Carvalho de , Peixoto Renato Mesquita , Bussons João Paulo , Nobile Camilla Birenbaum , Linhares Luane Pereira
Published: October 2020

This study aimed to evaluate the production parameters of herds in 100 dairy family farms in the mesoregion of the Acre Valley, in Western Amazon, Brazil. To this end, the farms were divided into two levels of milk production. Data were collected from March to June 2016, using a 248-question semi-structured form and on-site observations. The information was recorded in SPSS® spreadsheets. Dairy farmers were divided into two clusters known as "high production cluster" (1,755.65 L ha-1 yr-1) and "low production cluster" (492.75 L ha-1 yr-1), using the K-means non-hierarchical method. Descriptive statistics was used and, with the aid of the multivariate cluster analysis, cattle ranchers were divided into the two clusters (high and low production). The results showed that the high-production cluster had larger total milk production (L milk cow-1 day-1) and family income within smaller areas and using less workforce. The farmers in this group also used more ear tags for cattle identification and more technologies such as electric fence and artificial insemination at a fixed time. We concluded that family farms should improve their management and receive technical assistance to strengthen their weaknesses in dairy-cow health and reproduction systems. Moreover, milk yield in these dairy farms should be improved to increase profitability of farmers.
Bioassay on banana rhizome discs for selecting bacteria antagonistic to Fusarium oxysporum f. sp. cubense
Authors: Luquine Liliane Santana , Pinheiro Luciano Ricardo Braga , Oliveira Saulo Alves Santos de , Silva Harllen Sandro Alves
Published: October 2020

Detached plant organs are alternative materials to in vitro tests for selecting biocontrol agents. On the other hand, the use of scales to quantify injured areas can generate inconsistent results. Rhizospheric and endophytic bacteria were selected as growth inhibitors of Fusarium oxysporum f. sp. cubense (Foc), the causal agent of Panama disease of banana. For this, rhizome discs were treated with 200 µL of antagonist suspension (109 CFU mL?1) and inoculated with the pathogen. The material was placed in plastic gerbox boxes and incubated in BOD at 25 °C for 12 days. Afterward, the area of rhizome discs (mm2) colonized by Foc was quantified by digital images. The assay was set up in a completely randomized design, with four replications and three discs per replication. The control consisted of untreated and inoculated discs. The results showed the efficiency of this method in selecting the biological control agent, as the 26 isolates were group into five different clusters, with isolates belonging to four of these groups (from ‘1’ to ‘4’) being able to reduce Foc colonization. Isolates 520EB, 993EB, and 531EB had the highest potential for inhibition, with areas of 343.3, 344.1, 364.8 mm2, respectively, promoting inhibition ranging from 53 to 56 % of the colonized area compared to the control (782.6 mm2).
Molecular survey of Cryptosporidium spp. in calves from the state of Mato Grosso, Brazil
Authors: Pacheco Thábata dos Anjos , Martins Felippe Danyel Cardoso , Almeida Sayanne Luns Hatum de , Semedo Thiago Borges Fernandes , Watanabe Michelle Igarashi , Dutra Valéria , Garcia João Luis , Pacheco Richard Campos
Published: October 2020

Cryptosporidium spp. is a protozoan that infects a wide range of vertebrate hosts; it has been reported to be the cause of severe illness or death in livestock worldwide, which leads to decreased performance and production losses, especially in young animals. This study investigated the presence of Cryptosporidium in calves from beef farms in the state of Mato Grosso, midwestern Brazil. For this purpose, fecal samples from 237 animals aged ? 45 days, raised in 20 rural properties were subjected to DNA extraction and nested polymerase chain reaction (nPCR) targeting 18S ribosomal RNA (18S rRNA) gene followed by sequencing. Additionally, positive samples, previously identified as Cryptosporidium parvum by sequencing and phylogenetic analyses based on 18S rRNA gene, were subsequently analyzed focusing the amplification and sequencing using nPCR of a fragment of the 60 kDa glycoprotein (gp60) gene. Of the 237 fecal samples analyzed by PCR (18S rRNA), 50 (21.1%) fecal samples were positive for Cryptosporidium spp., while 14 (70%) of the 20 properties had at least one positive animal. The following Cryptosporidium species were detected: C. bovis, C. parvum, and C. ryanae. Thereafter, two potentially zoonotic subtypes (IIaA15G2R1 and IIaA16G3R1) of C. parvum were identified based on gp60 gene sequences. This study resulted in the detection of subtype IIaA16G3R1 for the first time in South America and showed a wide distribution of the protozoan in beef farms in the studied area of the State.
Assessment of seismic performance characteristics of reinforced concrete buildings constructed between 1936 and 1975
Authors: Brunsdon D. R. , Priestley M. J. N.
Published: October 2020

This paper describes the results of an investigation into the expected seismic performance of reinforced concrete buildings constructed between 1936 and 1975. Typical design and construction features of these buildings are reviewed, including a chronological comparison of post-1935 seismic design levels. Two reinforced concrete frame buildings constructed in the 1950s were the subject of inelastic analysis, and it is found that member shear and poor joint performance tended to govern the ultimate response. An analysis procedure for evaluating the seismic performance characteristics of reinforced concrete frame elements is proposed. Case studies illustrate this method, one of which highlights the adverse influence of highly eccentric building layout.
Effects of hoop reinforcement in  steel and reinforced concrete composite sections
Authors: Suzuki T. , Takiguchi K. , Ichinose T. , Okamoto T.
Published: October 2020

A new version of steel and reinforced concrete (SRC) structural system is proposed. It consists of H-shaped high strength steel, concrete and hoop reinforcement. Longitudinal reinforcement is not used. Experiments were carried out to study the restoring force characteristics of the proposed SRC, with emphasis on the effects of hoop reinforcement. Hoop reinforcement improved the compressive behaviour of the concrete and protected the H-shaped steel from local buckling. The proposed SRC system showed a large energy dissipating capacity as well as a large deformation capacity.
A Total Communication Package for the Business Executives: Importance of Attitude, Culture, Leadership and Other Factors
Authors: Akhter Nargis , Khan Sardana Islam , Akter Nasrin
Published: October 2020

Recent studies suggest that a series of contextually appropriate and effective communication training package is demanded by the employers and HR practitioners in the job market. However, the ways to design an effective, comprehensive and sustainable communication development program for the business executives have rarely been explored in the extant literature. This paper introduces the concept of a total communication package (TCP) that can help design a better communication development program for the business executives. This qualitative research uses the interview findings from 20 top executives from the banking and telecommunication sectors in Bangladesh to unpack the concept of TCP for the HR practitioners.
Trends and Policy Implications of Data Envelopment Analysis Method in the Process of Environment Sustainable Development
Authors: Liu Xiao , Miao Jun , Xia Houxue , Qiu Anqi , Chen Jin
Published: October 2020

Effective performance evaluation for sustainable development is significantly important for determining the dynamic harmony and balance of environment, economy and society. Data envelopment analysis (DEA) has been widely applied in the field of sustainability evaluation modeling in recent years. In this study, the application of DEA in sustainable development field research is systematically reviewed. The entire framework of DEA in sustainable development research is constructed, and the characteristics of the research works are summarized. The principal characters used in previous studies are identified and compared, and then the methodological framework for deriving sustainable development indicators is introduced. Finally, from the two aspects of method and experience, this study summarizes some beneficial points of model selection. Based on this, the expectation of DEA method in the process of sustainable development is further discussed.
Analysis of Households Food Insecurity in the Face of Climate Variability: Evidence from North Shewa Zone, Amhara Region, Ethiopia
Authors: Cheber Debebe , Beyene Fekadu , Haji Jema , Lemma Tesfaye
Published: October 2020

Food insecurity is more worrisome now than ever before due to unprecedented climate variability and widespread rural poverty. Research-based and policy relevant empirical evidence is crucial to design strategies to address food insecurity in the face of climate variability. Thus, this study examines the status of food insecurity among households’ and its determinants in North Shewa Zone of Amhara Region using cross-sectional data collected from 382 sample households. Households’ food insecurity status was determined by comparing the total calorie available for consumption per adult equivalent to the minimum level of subsistence requirement per adult equivalent of 2200 kcal. Logistic regression model was used to identify factors that influence food insecurity status of households in the study area. Accordingly, the results of the study show that majority (56.28%) of the sample households in the study area were food insecure. In addition, results revealed that age, literacy, cultivated land size, soil fertility status, number of oxen owned and irrigation water use were the major factors negatively associated with food insecurity. In contrast, sex, household size, distance to the main market and rainfall variability have increased the probability of being food insecure. The findings imply that majority of the households are food insecure where its improvement can be addressed through appropriate policy, institutional and technological options.
Outcomes of cholera and measles outbreak alerts in the Democratic Republic of Congo
Authors: Makelele J. P. K. , Ade S. , Takarinda K. C. , Manzi M. , Cuesta J. Gil , Acma A. , Yépez M. M. , Mashako M.
Published: October 2020

Setting: In 1995, a rapid response project for humanitarian and medical emergencies, including outbreak responses, named ‘Pool d’Urgence Congo’ (PUC), was implemented in the Democratic Republic of Congo by Médecins Sans Frontières.Objective:
To assess the outcomes of cholera and measles outbreak alerts that were received in the PUC surveillance system between 2016 and 2018.Design: This was a retrospective cross-sectional study.Results: Overall, 459 outbreak alerts were detected, respectively 69% and 31% for
cholera and measles. Of these, 32% were actively detected and 68% passively detected. Most alerts (90%) required no intervention and 10% of alerts had an intervention. There were 25% investigations that were not carried out despite thresholds being met; 17% interventions were not performed,
the main reported reason being PUC operational capacity was exceeded. Confirmed cholera and measles outbreaks that met an investigation threshold comprised respectively 90% and 76% of alerts; 59% of measles investigations were followed by a delayed outbreak response of 14 days (n =
10 outbreaks).Conclusion: Some alerts for cholera and measles outbreaks that were detected in the PUC system did not lead to a response even when required; the main reported reason was limited operational capacity to respond to all of them.
Legal Status of a Pharmacist as a Participant of the Pharmacy Market in Poland
Authors: JACHOWICZ Michał
Published: October 2020

The provision of the pharmaceutical service is the basic designation of the pharmacy activities as a public health care facility and is a correlate of the subjective right to health care guaranteed under the Polish Constitution. The provision of the pharmaceutical service remains within the scope of the profession of a pharmacist as a profession of public trust, which is also a regulated profession. Taking into account the need to ensure the highest level of implementation of the right to health care, the legal status of a pharmacist as a participant in the pharmacy market should be subject to special legal protection. The assessment of the existing legal status in this respect remains justified by both the subjective distinction between categories of entrepreneurs who hold a permit to operate a generally accessible pharmacy, as well as the legislative process on principles of fulfilling the pharmacist's professional obligations included in the draft Act on the profession of pharmacist. The purpose of this article is to assess the indicated legal conditions undertaken both on the basis of the existing legal status and proposed statutory solutions.
Integrating the First-Year Experience into Philosophy Courses
Authors: Schunke Matthew P. ,   Philosophy Documentation Center
Published: October 2020

This article argues that integrating philosophy courses and the first-year experience can address the problem of attracting students to the philosophy major and make philosophical material more accessible and engaging. Through a reflection on teaching a first-year honors seminar on the topic of meaning in life, I show how we can use the philosophical tradition to help students with the transition into the university environment and, in the process, give them a sense of the value of philosophy as a tool to think through and evaluate their current experiences. The article demonstrates the value of philosophy to first-year students and shows how philosophy faculty and departments are well-suited to contribute to first-year programming at their institutions. Furthermore, it shows how addressing these issues can help departments recruit students into their major and minors while also sparking a genuine interest in philosophical inquiry.
Number Concepts for the Slow Learner
Authors: Cook Ruth
Published: October 2020

The children in our cerebral palsy classes are not slow learners in the usual sense of the word suggesting mental deficiency, but rather they are slow learners because their natural intelligence cannot function normally as a result of their brain injuries. Their brain injuries are responsible not only for their motor handicaps, but auditory, visual, and speech handicaps as well. Many of them also suffer a sensory loss in spatial relationshlps; they are unable to estimate distance and often cannot count unless they can touch the objects they are counting. Of the twenty-eight children we have in two classes, ten are nonambulatory, twenty-four have motor handicaps of varying degrees, seventeen have speech defects, two have rather severe hearing loss, eleven have visual defects, four have convulsions, and about fifteen are leftbanded. This averages about three handicaps per child.
History of Mathematics in Teaching Arithmetic
Authors: Willerding Margaret F.
Published: October 2020

Learning about the historical deveLopment of some phases of arithmetic not only serves as a basis for better understanding of our civilization but also aids in creating a favorable attitude and motivation for learning. Many teachers, because of their lack of knowledge, overlook the history of mathematics as a source of enrichment in teaching arithmetic. The development of our number system, of fractions, and units of measurement is as exciting to many pupils as the accounts of wars and other political conflicts in the struggle for freedom. In fact, modern society is very dependent upon number and quantity and the ways in which these are interpreted and used.
Toward Perfect Scores in Arithmetic Fundamentals: A Study in Research
Authors: Wilson Guy M.
Published: October 2020

During the period 1928–42, a number of graduate students of Boston University School of Education were checking on the corrective load in the fundamentals of arithmetic in the upper grades and high school, and the possibilities of better scores, possibly perfect scores, in the fundamentals. Several of these students produced masters' theses which are now on file in the library of the School of Education. Some of the details of these studies which are of interest to teachers in junior or senior high schools or colleges are reported herewith.
For mentally advanced pupils in arithmetic
Authors: Burns Paul C.
Published: October 2020

Recently there has been increased interest centered on the academically capable pupil in the elementary schools, with the plea to provide a more challenging educational environment for such pupils.
Arithmetic by television
Authors: Lynch Lyla
Published: October 2020

There was a watchful concern when second-grade arithmetic was made a part of the Des Moines–Polk County educational television curriculum. It was feared by many that arithmetic at the secondgrade level could not be taught successfully by TV. Local educators were conscious of the fact that mathematics requires the development of ideas structured in an appropriate sequence which allows for continuous growth. Many people reasoned that children would be inattentive; that direct teacher-to-pupil relationships would be lacking; that the children could not use manipulative materials with the studio teacher (a. technique desirable at this level); and that all would receive the same instruction with no provision for individual differences.
Arithmetic is more than doing
Authors: Buck Donald L.
Published: October 2020

A not uncommon query, either casually or pointedly directed to an elementary or junior high school pupil by a concerned teacher, relates to the question as to whether or not the next day's arithmetic assignment has been done. Perhaps equally as common is the comment, frequently embellished with overtones which indicate a considerable sense of relief, “There, my arithmetic is done!” As desirable and important as the “doing” is to those involved, it is unfortunate that the “doing” represents only part of what should take place in terms of the arithmetic. Because of the traditional emphasis on the “doing,” important concepts, meanings, and understandings remain concealed and thus fail to contribute to the individual's developing ability to “do.”
On the learning of mathematics
Authors: Dienes Z. P.
Published: October 2020

In this paper we intend to give examples of some of the principal ingredients of mathematical learning. We hope that through our examples the essential nature of these principal ingredients will be understood, so that we may all face the problem of how best to weave these ingredients together so that they yield the most effective mathematical learning.*
A quiz for arithmetic teachers
Authors: Pauley B. G.
Published: October 2020

Many curriculum planning groups and school systems are studying the mathematics offered in the elementary schools. As a result, more and more of the topics and terminology commonly called “the new mathematics” are appearing in print for use by elementary teachers. Presently most of these materials are designed for enrichment, but it is likely that the new topics and terminology will begin to appear more and more in basic textbooks. Many elementary teachers whose preparation programs have been traditional or who do not consider themselves to be as adequately prepared to teach mathematics as they should like to be are finding the “new mathematics” difficult to use. However, if the present trend continues and the number of books containing “modern topics” are an index, elementary teachers will have to accept the fact that this new kind of mathematics is here to stay.
Geometry in the primary grades
Authors: Goldmark Bernice
Published: October 2020

The search for a supplement to the prescribed arithmetic program for rapid learners led to the discovery of the Rawley-Suppes Geometry Program for Primary Grades. The problem arose in a class comprised of fifteen second grade and ten third grade pupils in an upper middle-class neighborhood. The children had been selected on the basis of their ability to learn rapidly as measured by their reading and mental ability stanine score in the previous grade, and by their former teacher's estimate of their general ability.
Let's ‘place’ the decimal point, not ‘move’ it
Authors: Amstutz Mildred Gelston
Published: October 2020

“I don't remember how to do it exactly, but you move the decimal point some-where.” How often has this statement been made by a child, yes, even an adult, when confronted with a problem involving the division of decimals?
In the classroom: Including the newer mathematics with the regular program of the primary grades
Authors: Deans Edwina , Koury Rose
Published: October 2020

The following mathematical ideas have been adapted from the article, 'Including the Newer Mathematics with the Regular Program of the Primary Grades' by Rose Koury, Assistant Specialist for Elementary Education, U. S. Office of Education, and Edwina Deans, Specialist, Elementary School Mathematics, U. S. Office of Education. The article was published in the February, 1962, issue of The Arithmetic Teacher.
Focal point: Patterns in arithmetic
Authors: Weaver J. Fred
Published: October 2020

The underlying purpose of the Wisconsiu School of the Air Patterns in Arithmetic (PIA) project has been to effect on a relatively wide scale a revision of the arithmetic curriculum in grades 4, 5, and 6 along lines that place the development of fundamental mathematical principles as the primary goal of instruction.
Arithmetic is fun
Authors: Rapp Lois
Published: October 2020

Tho second-grade children were sitting on the edge of their chairs, hands Hying in the air, excitement on every face. They were giving names for 5. By now, the names they suggested nearly filled the chalkboard. Earlier in the year they had learned that a. number is an idea in their heads and that a numeral is the symbol which we usc to communicate this idea. Today's unusual excitement was the result of the new approach I was using to present this mathematical concept to the children in my room.
What is the complementary method of subtraction?: Is it of interest today?
Authors: Sausjord Gunnar
Published: October 2020

Any attempt to revive interest in “the complementary method of subtraction” may seem somewhat futile and, mathematically, somewhat out of tune with the times. On the one hand, the issue of the relative merits of different subtraction methods may be considered by some people as an issue which long since has been resolved and happily put to a welldeserved rest. On the other hand, the recent emphasis on the “inverse addition” relationship may have prompted many people to look toward the addi tive method of subtraction with renewed interest and expectations. But why exhume a method whose brief popularity in 18th-century America is one of the less known facts of mathematical history?
Times of the times
Authors: Clark Lay L.
Published: October 2020

One of the innovations to be found in the SMSG1 and some other new arithmetic materials is a different definition of multiplication than the one in current use. A discussion of multiplication in a historical setting follows, but first a word on what is to be meant by “multiplication.”
Report of the Nominating Committee
Authors: Lyons Catherine A. V.
Published: October 2020

The following named persons have been nominated for the indicated offices in The National Council of Teachers of Mathematics in the 1964 Election by the Committee on Nominations and Elections and approved by the Board of Directors at the Business Meeting held in Eugene, Oregon, in August, 1963. Biographical sketches and photographs of these nominees will be published in the January issues of THE ARITHMETIC TEACHER and THE MATHEMATICS TEACHER.
In the classroom: Solving algebraic equations in Grade 2
Authors: Holden Gimmel Ruth
Published: October 2020

After attending a Mathematics Institute for Elementary School Personnel in the summer of 1962, it was timely to introduce some modern techniques to improve the understanding of mathematics in my second-grade class.
Symbols—the language of arithmetic
Authors: Childs Kathryn F.
Published: October 2020

Since children are learning a new vocabulary, sound methods in language arts must be employed in its development. First, the children must experience many meaningful activities which help them develop an understanding of the ideas. Second, the children must learn to express these ideas orally. Third, the children must learn to recognize the symbols used to represent numbers. Fourth, the children must learn to represent the number idea when they see the symbols. Finally, they must be able to write the symbols to express the ideas.
“Spivey” sums for (X+Y) (X−Y)
Authors: Harrison K. L.
Published: October 2020

The schema presented below is designed for multiplying two factors consisting of two digits whose average is a number in the tens column (from 10 to, and including, 90).
A comparison: textbooks, domestic and foreign
Authors: Dominy Mildred M.
Published: October 2020

Studies over the past quarter of a century contain data which appear to verify the often beard statement that European children show superiority in arithmetic performance over American children of comparable age, at least so far as ability to compute and solve verbal problems is concerned. The degree of understanding has not been determined, however, or, at least, has not been reported in any study to date.
Problems in presenting a grocery store lesson
Authors: Anne Korey Ruth
Published: October 2020

An activity frequently recommended for mathematics lessons in the primary grades is playing grocery store or supermarket. The beginning teacher, full of enthusiasm and energy, saves empty cans, bottles, cereal containers, and egg boxes for this special occasion.
In the classroom: Clocks in kindergarten
Authors: Rice Mary
Published: October 2020

When one of our kindergarten boys began wearing a real wristwatch to school, a great interest. in telling time was started. A watch is really a small clock it was decided, much smaller than the clock on the wall of our schoolroom, even smaller than the clocks we had in our homes.
Focal point: In-service education and the teacher
Authors: Fred Weaver J.
Published: October 2020

During the past year this section of The Arithmetic Teacher has given special emphasis to reports of in-service education programs. Various approaches and activities have been observed.
The aftermath of a revolution
Authors: Delon Floyd G.
Published: October 2020

The informed teacher of arithmetic has been conditioned to associate the descriptive term “revolution” with developments which have produced the so-called modern programs in mathematics. This article is concerned with two results of this revolution: (1) the aftermath or consequences with respect to quality of instruction, and (2) the after “math” or quality of mathematics being taught.
Third-graders and the equal sign: report of an experience
Authors: McLean Robert C.
Published: October 2020

In exploring the knowledge of the equal sign possessed by the members of a thirdgrade class with little or no exposure to modern content, I wrote some equations on the board and asked them to identify those which were wrong.
An adventure in discovery
Authors: Pincus Morris
Published: October 2020

A great deal is being written these days about leading children to discover patterns, facts, and relationships in the teaching of arithmetic. I recently had the pleasure of working with a bright sixthgrade class of boys and girls, and the exciting path we followed was one I would like to share.
An action research study in arithmetic
Authors: Aftreth Orville B. , Maceachern Donald G.
Published: October 2020

During the school year 1957—58, a number of teachers at the Sidney Pratt Elementary School were concerned about whether certain students were being fully challenged in arithmetic. Providing enrichment activities in a somewhat structured program at each grade level did not, in the teachers' opinion, enable all students to attain their full potential. These teachers thought that an accelerated program would be beneficial to pupil growth. Other teachers believed that the enrichment program then in use in the school would be better for the children. “What should we do?” was the question asked at a staff meeting. “Let's find out!” was the answer.
The metric system in Grade 6
Authors: Richard Bowles D.
Published: October 2020

A foreign—or even an American— pupil studying American arithmetic textbooks would hardly suspect that the metric system of measurement has been a legal system in this country for nearly a century.
You can individualize arithmetic instruction
Authors: Searight Franklyn
Published: October 2020

It is not enough to speak of individual differences, then teach as though they did not exist. Something can be done about them!
Learning by discovery: what is learned?
Authors: Kersh Bert Y.
Published: October 2020

It goes almost without saying that discovery learning is in vogue today, especially where mathematics and science educators are concerned. This observation is supported by the substantial curriculum efforts in mathematics and science [1, 2, 3, 4]†, and by the programmatic research endeavors on cognition [5], not to mention the numerous independent efforts by researchers over the country. The reason for tills is not entirely clear to me, however, so I would like to consider what is known about discovery learning that has some basis in experimental research. Specifically, I will attempt to a nswer the question, “What does the student learn when he discovers a principle or generalization in mathematics independently tha t he may not learn when taught these same principles or generalizations directly?” Then I would like to suggest some practical implications.
Individualized teaching of fifth-and sixth-grade arithmetic
Authors: Graham William A.
Published: October 2020

For the past several years much thought has been given to development of techniques for individualized instruction in the skills at the Kilby School. All the teachers now use individualized teaching in reading. The results have been gratifying. The children are enthusiastic and cooperative. During 1959-60 the fifth- and sixth-grade teachers decided to teach arithmetic on an individualized basis for their entire class. This report will try to tell something of how the work was done and a few outcomes as shown by test results and opinions of the teachers.
A description of twenty arithmetic underachievers
Authors: Ross Ramon
Published: October 2020

Researchers in the area of arithmetic have tended to investigate curricular sequence and scope, stressing particularly an analysis of the difficulty of the various arithmetical processes [1]. † These studies have been of considerable value in the development of textbooks and programs of instruction enabling the majority of students to make satisfactory progress in arithmetic. But the findings have provided little direct information about children who experience unusual difficulty in mastering arithmetic in spite of adequate general learning aptitude.
A rationale for duplation-mediation multiplying
Authors: Adkins Bryce E.
Published: October 2020

What is duplation-mediation multiplication? Duplation-mediation is an old method of multiplying. Smith [1]* reports “… the presence of the chapter on duplation in many books of the Renaissance period.” The algor ism is sometimes called the “Russian peasant” method of multiplying [2, 3], and at least one author [4] claims it is still used by members of the Russian peasant class. Application of this method of multiplying only requires the ability to add, to multiply by two, and to divide by two. The duplation-mediation algorism is demonstrated in Table 1 in a solution for the example “19×346 =?”
In the classroom: Constructing an inexpensive sphere
Authors: Whitman Nancy C. , Okita Sadie
Published: October 2020

As plans for a lesson on the properties of the sphere and the location of points on the surface of the earth were being made for an eighth-grade class, * it was considered useful to have a very large, unmarked sphere for classroom use. This sphere had to be inexpensive, easy to handle, and have a smooth surface to draw on. Such a sphere was constructed. The instructions below arc for constructing such a sphere.
In the classroom: Historical mathematics materials for use in teaching arithmetic
Authors: Burns Paul C.
Published: October 2020

Although there are often references to the “role” of the history of mathematics in arithmetical instruction, the role of this phase of the work has not been as frequently well defined. Because knowledge of the earlier developments in an area of learning is considered a distinct asset to the pupil working in that area, it seems reasonable to surmise that knowledge of the development of numbers may be advantageous to the pupil. Too, pupils often find this area of work interesting, so it may be said that historical materials (1) contribute to a better understanding or appreciation of arithmetic and (2) motivate the study of arithmetic.
Some thoughts on teaching mathematics to disadvantaged groups
Authors: Fremont Herbert
Published: October 2020

It is difficult to teach mathematics effectively to any child. The need of most children for concrete learning experiences, coupled with the inherent abstract nature of mathematics, makes for difficult teaching in the best of situations. Add to this the many personal troubles that the student from a low socio-economic neighborhood brings to school with him, and you begin to get a sense of the immensity of the challenge facing the teacher of mathematics with disadvantaged children.
KALAH—an ancient game of mathematical skill
Authors: Haggerty John B.
Published: October 2020

A large number of elementary and secondary teachers of mathematics have found it advantageous to use games as part of their instruction. The use of these games is much more than a mere whim upon the teacher's part. It has been shown that games, when properly used within the classroom environment, do actually produce an improvement in the ability known as quantitative judgment.
Re-education in mathematics for elementary school personnel: in-service programs—one way to solve the problem
Authors: Izzo Joseph A. , Izzo Ruth Kelley
Published: October 2020

The recent revolution in school mathematics—the term associated with developments which have produced the so-called modern programs in mathematics—has presented a challenge to elementary school teachers. The challenge is to acquire sufficient background in mathematics to enable them to provide effective instruction in the mathematics program presently suggested for the elementary school.
Annual financial report
Authors: Gates James D.
Published: October 2020

The following report gives a brief summary of the receipts and expenditures of the National Council of Teachers of Mathematics for the 1963–64 fiscal year, which ended May 31, 1964. Actual receipts were approximately $22,000 more than the expected receipts, while the expenditures were approximately $29,000 less than was budgeted. The excess of expenses over revenues, almost $118,000, was spent primarily for special projects, such as the public relations film, Mathematics for Tomorrow; the experimental materials that have been written for the non-college-bound student, Experiences in Mathematical Discovery; the films for teachers of arithmetic; and the writing of the eight booklets, Topics in Mathematics for Elementary School Teachers. $147,600 was budgeted for the special projects.
Focal point: Sets and systems
Authors: Weaver J. Fred
Published: October 2020

Television appears to be used with increasing frequency in connection with the in-service education of elementary teachers in the field of mathematics. One significant project of this kind was reviewed in the October, 1963, issue of The Arithmetic Teacher.* Now we wish to bring to the attention of our readers another project in which television is used in the in-service education of elementary teachers in the area of mathematics.
Report of the nominating committee
Authors: Jones Phillip S. , Peak Philip , Hawthorne Frank , Lewis Eunice , Hess Aorien , Lowry William , Lund Jens L. , Allen Frank B. , Ingraham Mary L.
Published: October 2020

The Committee on Nominations and Elections presents its nominees for offices to be filled in the 1965 election. The president-elect is elected for one year, after which he serves two years as president, and finally a year as immediate past president. The vice-presidents are elected for a term of two years, whereas the director are elected for a term of three years.
Group diagnosis and standardized achievement tests
Authors: Caldwell Edward
Published: October 2020

Many of the performance reports for standardized tests are now machineprocessed and are in a language that is difficult for teachers to utilize in the classroom. This is especially true if the teacher is interested in comparing student performance on specific parts or questions in the test with student knowledge of the subjects being taught. Even when tests are hand-scored, the converted or normative scores are of limited value to the teacher who wants to determine what the students know about a specific skill, such as addition or subtraction of fractions.
An experiment in the teaching of introductory multiplication
Authors: Gray Roland F.
Published: October 2020

Recent changes in approaches to the teaching of introductory multiplication reflect current trends in arithrnetic instruction which lay greater stress upon an early development of understandings of principles and properties central to mathematics as a whole. This is seen as a part of what may be termed the modern mathematics trend which is characterized by an increased concern for teaching arithmetic as a branch of mathematics. Central to this view seems to be au assumption that a recognizable structure underlies mathematics, much of which can be learned with initial instruction in the elementary school and which, when understood, can serve to render children more independent in their approaches to quantitative situations.1 This influence is reflected in the newer approaches to the teaching of multiplication by the considerable attention given to developing an understanding of the operation and its special properties.2 In the newer arithmetic programs, multiplication is introduced and explained in such terms as repeated additions, mappings, arrays, and Cartesian products. The commutative, associative, and distributive properties for multiplication are developed extensively.
How people see numbers
Authors: Lowell Robert E. , Kolson Clifford C.
Published: October 2020

In the teaching of arithmetic to young children we often overlook the very penetrating, basic questions. An example is the question of this article and the variety and scope of answers given to this question by people of all ages.
The ONLY way to teach
Authors: Willerding Margaret F.
Published: October 2020

Anyone living in an area serviced by Western Airlines is probably familiar with a TV commercial showing a passenger (a portly bird) lounging comfortably in a luxurious airline seat, holding a glass of champagne in one hand and a cigarette holder in the other. As he puffs on his cigarette, he says, “The ONLY way to fly,” in a most satisfied tone.
A summer trip abroad?
Authors: Orton William
Published: October 2020

Are you planning a trip abroad this summer? Have you considered meeting mathematics teachers in the foreign countries you visit? The NCTM Committee on In ternational Mathematics Education believes that this can be a very valuable experience and urges you to contact your foreign colleagues at every opportunity.
The “ultimate” form of the subtraction algorism
Authors: Neureiter Paul R.
Published: October 2020

I wish to reopen the question about the best subtraction method for multidigit numerals in light of the “modern mathematics” movement and the updated arithmetic curriculum in Grades K-6. Admittedly, it takes brazen courage to drag the old skeleton of conflicting subtraction methods into the forum of discussion when all practitioners of the gentle art of arithmetic, I am sure, would be glad to have it confined to the darkest closet once and for all. We know that the long disputes of the past ended with the all-out American victory of the “take-away-decomposition” method (also called “take-away-borrow” method), as the protagonists of the “equal additions” and the European-based “Austrian” method were forced to capitulate more or less unconditionally. Although research bad shown certain advantages in terms of speed and accuracy for the additive methods,1* American educators agreed that the method of “take-away-decomposition” should be preferred because (1) it fits best into the concept of meaningful in struction since its mathematical basis is easily understood by children; (2) the decomposition of minuend numbers has to be taught anyway for the subtraction of certain mixed numerals (such as ) and denominate numbers, and (3) speed in computation is no longer an overriding consideration in an age of mechanical calculators.
Some number concepts of disadvantaged children
Authors: Dunkley M. E.
Published: October 2020

In the past decade efforts to improve school mathematics in this country have been devoted primarily to programs for average and above average students. The more difficult problem of curricula for below average achievers in mathematics has always been with us, and now we seem to have made enough progress and gained enough experience to tackle this problem. The School Mathematics Study Group held a conference in April, 1964, to acquaint a representative group of mathematicians and mathematics educators who bad worked on curriculum projects with some of the problems associated with below average acbievement.2 The conference made several recommendations for experimentation and curriculum development.
Division with fractions—levels of meaning
Authors: Johnson Harry C.
Published: October 2020

Over and over during the years writers in the field of mathematics teaching have expressed concern about the difficulty of evolving a meaningful method of teaching the division of a whole number by a fraction or a fraction by a fraction.
In the classroom: Rapid mental calculation
Authors: Bragdon Wallace M.
Published: October 2020

A perusal of appropriate literature will reveal various means by which rapid calculations can be made mentally.
Second graders learn new mathematics
Authors: Minnick Marian M.
Published: October 2020

My classroom is a place where learning takes place through many experiences. As I began to understand the why of mathematics, I told my group that I would share what I was learning about the new math with them. They were eager to learn the things that their teacher was learning.
How are you in numbers?
Authors: Burroughs Margaret
Published: October 2020

Our school is considered unique, because it houses 140 physically handicapped children from nursery level through high school, as well as 395 uonhandicapped youngsters from kindergarten through sixth grade. Our two PTA groups combined their November meetings, and our teaching staffs presented an arithmetic program, “How Are You in Numbers?” for the parent group. Our principal set the mood by reading Carl Sandburg's poem, Arithmetic*, and acted as coordinator for the evening. After her introduction, I gave some background information about how our arithmetic committee helped in the selection of our recently adopted textbook, and I also described the production and implementation of our Suggested Study Guide for Teaching Arithmetic. I described our present-day philosophy of teaching arithmetic with its emphasis upon learning in mathematics as a developmental process based upon thorough understanding of related ideas at each level of learning.
Editorial comments: As we read
Authors: Hamilton E. W.
Published: October 2020

Some of you are getting acquainted with this journal for the first time; some of you are really seeing it for the first time as you begin your first year of teaching, and many of you are merely settling into your routine for another year. We hope to provide help, encouragement, and renewed inspiration appropriate to each level of experience, as well as to the many levels of teaching in which you are engaged.
Shall we move the question?
Authors: Williams Mary Heard , Mccreight Russell W.
Published: October 2020

Many children have difficulty solving word problems in arithmetic. Is this difficulty due to the way in which the problem is stated? That is, should the question to be answered be placed at the beginning of the problem, or at the end of the problem?*
Comparison of two methods of using programmed learning
Authors: Meadowcroft Bruce A.
Published: October 2020

It has been generally concluded that programmed learning can teach. The problem has been one of determining just how the programmed materials should be used. Some experimenters have tried programmed learning with no supplementation and experienced no ill-effects in attitude or in achievement over the short instructional time period of a few days or a few weeks, but they predicted that in a longer study signs of boredom on the part of the learner would develop. It has been demonstrated that the usc of programmed materials for a longer period of time does not have particularly detrimental effects upon attitude toward the subject or toward programmed learning when the programmed materials are supplemented with teacher instruction. 1
“This is the way we count our trains.....”
Authors: Schmickrath Eleanor
Published: October 2020

(The following narrative bas been recorded with far more subjectivity than is usually associated with a description of the teaching and learning processes in elementary arithmetic. It describes the use of Cuisenaire rods in one of a series of sessions with a kindergarten child of low average mentality. The current efforts towards helping children to “see” relationships between numbers is the focus of this interview between a little girl and a person serving as an elementary school district consultant in arithmetic.)
Geometric concepts in Grades 4–6
Authors: Skypek Dora Helen
Published: October 2020

In trying to decide what to say about this subject with only forty-five minutes in which to say it, I asked a colleague for suggestions. He said, “Refute, if you can, the charge of ‘pseudosophistication’ currently being made against much of what's new in the elementary school mathematics curriculum.”
Casting out of nines with modular or clock arithmetic
Authors: Plants Robert W.
Published: October 2020

Teachers have been teaching children to check their arithmetic problems by the casting out of nines for many years. In most instances this operation was learned as a trick or gimmick that worked, but that seemed to have no explanation.
African mathematics program
Authors: Weaver J. Fred
Published: October 2020

The development of improved mathematics programs for the elementary grades has not been restricted to the United States.
Instructional aids suggested by textbook series
Authors: Lerch Harold H. , Mangrum Charles T.
Published: October 2020

One of the purported characteristics of a modern program in elementary mathematics is a more effective use of instructional aids. The importance of utilizing instructional aids properly to introduce and develop mathematical concepts is generally recognized by elementary teachers. In a recent survey conducted at Southern Illinois University, in-service elementary teachers ranked the selection and use of instructional aids as one of the important problems in elementary mathematics instruction. These teachers, and many others, are faced with the problem of selecting those aids which will make teaching more effective and learning more efficient.
Two approaches to the algorism for multiplication of fractional numbers
Authors: O'Brien Thomas C.
Published: October 2020

Following is a comparison of two geometric approaches to the algorism for multiplication of fractional numbers.