« ΠροηγούμενηΣυνέχεια »
UNTIL recently upper elementary and high school work in mathematics was planned for the pupil who was expected to continue it in the university. Although logical, its arrangement was neither psychological nor pedagogical, but some progress has been made recently in adapting the study to the needs and abilities of pupils.
In the junior high or intermediate school, work in mathematics in the seventh, eighth, and ninth grades should be complete in itself and at the same time preparatory to senior high school work. No effort should be made to "finish” arithmetic in the eighth grade and algebra in the ninth, while denying the child the interest and beauty that lie in geometry and trigonometry until his taste for mathematics has been destroyed. Nor will alternate bits of formal algebra, geometry, and trigonometry solve the problem. The result is a mastery of none and a confusion of all.
Experience has proved that the necessary elements of arithmetic can be taught and certain definite skill developed in the first six grades. In the seventh grade business applications of arithmetic with the simplest elements of bookkeeping should be given. In the eighth grade, mensuration should be taught experimentally or through observational geometry, and through that, in a natural and meaningful way, the