Part-Time Types of Elementary Schools in New York City: A Comparative Study of Pupil Achievement. Frank M. Quance

1927 ◽  
Vol 28 (4) ◽  
pp. 315-316
Author(s):  
J. L. Blair
Keyword(s):  
New York ◽  
New York City ◽  
Elementary Schools ◽  
Comparative Study ◽  
York City ◽  
Pupil Achievement ◽  
Part Time

Constructing Tests of Mathematical Concepts for Young Children

1956 ◽  
Vol 3 (3) ◽  
pp. 81-108
Author(s):  
J. Wayne Wrightstone
Keyword(s):  
New York ◽  
New York City ◽  
Elementary Schools ◽  
Young Children ◽  
York City ◽  
Mathematical Thinking ◽  
Mathematical Concepts ◽  
Mathematics Program

About ten years ago, the Mathematics Program in the elementary schools of New York City was modified so as to place an increasing emphasis on the a bility of young children to do mathematical thinking. It was assumed that children can learn to think in the abstract terms of mathematics only if they learn meaningful concepts of arithmetic, or mathematics. The mathematics to be learned must not be too difficult for pupil understanding and must not be too easy to preclude a challenge to thinking.

Recent Trends in Revising the Curricula in Mathematics for Junior High Schools in New York City

1942 ◽  
Vol 35 (8) ◽  
pp. 344-348
Author(s):  
Mesmin Arenwald
Keyword(s):  
New York ◽  
New York City ◽  
Elementary Schools ◽  
High Schools ◽  
York City ◽  
Junior High ◽  
Junior High Schools ◽  
Recent Trends ◽  
Course Of Study

A new course of study in arithmetic for Elementary Schools in New York City, Grades 1A-8B, was introduced into the Elementary Schools and into the seventh and eighth year of the Junior High Schools in September, 1929.

Ten Years of Meaningful Arithmetic in New York City

1955 ◽  
Vol 2 (5) ◽  
pp. 142-147
Author(s):  
Laura K. Eads
Keyword(s):  
New York ◽  
New York City ◽  
Elementary Schools ◽  
York City ◽  
The Past

During The Past 10 Years meaningful arithmetic has become the generally accepted method of teaching and learnjng in the elementary schools of New York City. This means that some 20,000 supervisors and teachers are now making varying efforts to help children think mathematically and to undetstand the mathematics they learn. It means also that these supervisors and teachers are learning or have leamed the meaning of arithmetic themselves.

What Should be the Essentials of a Course in Mathematics for Elementary Schools in New York City?

1912 ◽  
Vol 4 (4) ◽  
pp. 127-135
Author(s):  
Eugene R. Smith ◽  
Maurice J. Babb ◽  
George B. Germann
Keyword(s):  
New York ◽  
New York City ◽  
Elementary Schools ◽  
York City ◽  
Large Body ◽  
Determining Factors

Our individual answers to this question are largely controlled by our individual opinions, in which school tradition, or vocational demands, or mere predilection enter as largely determining factors. As yet we are not in possession of a sufficiently large body of scientifically treated data dealing with mathematical courses of study which we may use as norms for the determination of our answer. However, opinions on a particular subject of this kind are still of value in so far as they are based on intelligent experience with the factors specifically involved.

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