Remedial cases in arithmetic

This article is intended to serve as a preface to a series of reports of four case studies in arithmetic. In these papers, which are to follow in successive issues of the PEABODY JOURNAL OF EDUCATION, detailed accounts will be given of the methods of diagnosis and of remedial instruction which were employed with four children in the Peabody Demonstration School who were represented by their teachers as having difficulty in arithmetic. That is to say, these children were normal, and some of them distinctly above normal, in general intelligence and in all phases of their school work except the one of arithmetic, in which they seemed to have some special disability. The publication of this series of reports will, it is hoped, accomplish two purposes. The first of these purposes is the immediate, practical one of providing teachers with certain specific instructional techniques which they may find of value in dealing with problem cases in arithmetic. The second purpose is less direct and perhaps somewhat more theoretical. It is to supply evidence with regard to the nature of the learning process in arithmetic, with the end in view of making possible better initial instruction in this subject, and hence of making unnecessary remedial instruction. The fact that remedial instruction is needed at all in any school is an admission that initial instruction has been inadequate. This prefatory paper is devoted to an explanation of the general plan of procedure which was followed by the authors of the reports in making their case studies; to the exposition of the point of view which dictated the general scheme of remedial instruction; and to a brief statement of the measurable results of the work with the individual children. GENERAL PROCEDURE

Arithmetic · Mathematics education · Remedial education · Education, Psychology, and Social Research · Mathematics · Psychology

• The reliability and validity of certain arithmetic tests

  S C Garrison, Julia Hodgson•Peabody Journal of Education•1928

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