A Laboratory for Meaningful Arithmetic
Foster E. Grossnickle · Mathematics Teacher Learning and Teaching PK-12 · 1948
The arithmetic classroom of today does not fit into any one pattern. In some cases it is primarily a “recitation period.” In this case the teacher checks on the accuracy of the work of the pupil. In some cases the classroom is a period for assigning work and for a discussion of problems or processes which are not understood. Finally, the classroom is a laboratory in which the pupils manipulate material to discover principles and to arrive at valid conclusions. In this case the teacher asks leading questions but the pupil finds the answers by using his materials and equipment. He does not memorize a series of unrelated facts and give answers which are meaningless to him. After he understands or discovers a principle, he may use several periods practicing the application of that principle. The classroom takes on the appearance of a workshop. Under such conditions the pupils may be working in groups which have a common problem or interest for them. The work is largely individualized as each pupil must discover for himself the underlying principle to be learned.