Investigating what arithmetic to teach is more fundamental than investigating how to teach it, because method studies may be eliminated by subject-matter findings¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 1913 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The article argues that studies of conflicting teaching methods are less fundamental than studies of what subject-matter to include, since a method question can become moot if the topic it concerns is dropped from the curriculum. → Stone 1913

Evidence¶

Stone 1913¶

Stone, C. W. (1913). Problems in the Scientific Study of the Teaching of Arithmetic. The Journal of Educational Psychology, IV(1). https://psycnet.apa.org/journal/edu

q1 · i? · theoretical · r2

Theoretical argument in the introductory statement of a 1913 agenda-setting paper; no data are offered. The author reasons that further subject-matter study may safely omit still more obsolete content, and illustrates with fractions whose common denominator cannot be determined by inspection, quoting that "there will be no need of a scientific study to determine the degree to which it pays to explain the processes of reducing to a common denominator."

"It is important that these studies be pushed forward, but it is even more important that the question of uhat to teach be scientifically investigated."

Discussion¶

Related Claims¶

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