ton can be bought for $ 1.80 ? (c) If a ton of hay costs $1.80, what is the value of a ton ? When, however, it becomes necessary to assist pupils in the solution of problems of this class, it is more profitable to furnish them with a general method by the use of the equation, than with any special plan suited only to the type under immediate discussion. In the supplement to the Manual will be found the usual definitions, principles, and rules, for the teacher to use in such a way as her experience shows to be best for her pupils. The rules given are based somewhat on the older methods, rather than on those recommended by the author. He would prefer to omit entirely those relating to percentage, interest, and the like as being unnecessary, but that they are called for by many successful teachers, who prefer to continue the use of methods which they have found to produce satisfactory results. Language. — While the use of correct language should be insisted upon in all lessons, children should not be required in arithmetic to give all answers in “complete sentences.” Especially in the drills, it is important that the results be expressed in the fewest possible words. Analyses. — Sparing use of analyses is recommended for beginners. If a pupil solves a problem correctly, the natural inference should be that his method is correct, even if he be unable to state it in words. When a pupil gives the analysis of a problem, he should be permitted to express himself in his own way. Set forms should not be used under any circumstances. Objective Illustrations. — The chief reason for the use of objects in the study of arithmetic is to enable pupils to work without them. While counters, weights and measures, diagrams, or the like are necessary at the beginning of some topics, it is important to discontinue their use as soon as the scholar is able to proceed without their aid. Approximate Answers. — An important drill is furnished in the “approximations.” (See Arts. 521, 669, 719, etc.) Pupils should be required in much of their written work to estimate the result before beginning to solve a problem with the pencil. Besides preventing an absurd answer, this practice will also have the effect of causing a pupil to see what processes are necessary. In too many instances, work is commenced upon a problem before the conditions are grasped by the youthful scholar; which will be less likely to occur in the case of one who has carefully “estimated" the answer. The pupil will frequently find, also, that he can obtain the correct result without using his pencil at all. Indicating Operations. — It is a good practice to require pupils to indicate by signs all of the processes necessary to the solution of a problem, before performing any of the operations. This frequently enables a scholar to shorten his work by cancellation, etc. In the case of problems whose solution requires tedious processes, some teachers do not require their pupils to do more than to indicate the operations. It is to be feared that much of the lack of facility in adding, multiplying, etc., found in the pupils of the higher classes is due to this desire to make work pleasant. Instead of becoming more expert in the fundamental operations, scholars in their eighth year frequently add, subtract, multiply, and divide more slowly and less accurately than in their fourth year of school. Paper vs. Slates. — To the use of slates may be traced very much of the poor work now done in arithmetic. A child that finds the sum of two or more numbers by drawing on his slate the number of strokes represented by each, and then counting the total, will have to adopt some other method if his work is done on material that does not permit the easy obliteration of the tell-tale marks. When the teacher has an opportunity to see the number of attempts made by some of her pupils to obtain the correct quo tient figures in a long division example, she may realize the importance of such drills as will enable them to arrive more readily at the correct result. The unnecessary work now done by many pupils will be very much lessened if they find themselves compelled to dispense with the “rubbing out” they have an opportunity to indulge in when slates are employed. The additional expense caused by the introduction of paper will almost inevitably lead to better results in arithmetic. The arrangement of the work will be looked after; pupils will not be required, nor will they be permitted, to waste material in writing out the operations that can be performed mentally; the least common denominator will be determined by inspection ; problems will be shortened by the greater use of cancellation, etc., etc. Better writing of figures and neater arrangement of problems will be likely to accompany the use of material that will be kept by the teacher for the inspection of the school authorities. The endless writing of tables and the long, tedious examples now given to keep troublesome pupils from bothering a teacher that wishes to write up her records, will, to some extent, be discontinued when slates are no longer used. XIII NOTES ON CHAPTER TEN The formal study of algebra belongs to the high-school; but some so-called arithmetical problems are so much simplified by the use of the equation that it is a mistake for a teacher not to avail herself of this means of lightening her pupils' burdens. In beginning this part of her mathematical instruction, the teacher should not bewilder her scholars with definitions. The necessary terms should be employed as occasion requires, and without any explanation beyond that which is absolutely necessary. 849. Very young pupils can give answers to most of these questions ; so that there will be no need, for the present, at least, of introducing a number of axioms to enable the scholar to obtain a result that he can reach without them.. 850. Pupils will learn how to work these problems by working a number of them. They may need to be told that x stands for 1x; and that, as a rule, only abstract numbers are used in the equations, the denomination — dollars, marbles, etc. — being supplied afterwards. While the scholars should be required to furnish rather full solutions of the earlier problems, they should be permitted to shorten the work by degrees, writing only whatever may be necessary. 4. x +- 2 x = 54. 8. x+2x+6x=27000. 5. X+5x= 78. 9. x+5x=72. 6. 73+5x= 156. 10. x+2x+3x = 54. 7.9 x - 3x = 66. 11. x + 6x=42. |