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| Arithmetic | 2 |
| Curriculum Development | 2 |
| Improvement Programs | 2 |
| Sequential Approach | 2 |
| Teaching Guides | 2 |
| Teaching Methods | 2 |
| Algorithms | 1 |
| Disadvantaged | 1 |
| Grade 4 | 1 |
| Grade 5 | 1 |
| Urban Teaching | 1 |
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| GARBER, CLAIRE N. | 2 |
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| Pennsylvania (Philadelphia) | 2 |
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GARBER, CLAIRE N. – 1964
FIFTH GRADE WORK SHOULD CONTINUE THE SEQUENTIAL DEVELOPMENT OF MATHEMATICAL UNDERSTANDINGS AND COMPUTATIONAL SKILLS. THE PROBLEMS APPROACH SHOULD BE USED SO CHILDREN MAY DISCOVER MATHEMATICAL TRUTHS AND ARRIVE AT GENERALIZATIONS. THE NUMBER SYSTEM UNIT SHOULD EMPHASIZE THE ABILITY TO READ AND WRITE NUMERALS TO SIX PLACES AND THE ABILITY TO READ…
Descriptors: Arithmetic, Curriculum Development, Disadvantaged, Grade 5
GARBER, CLAIRE N. – 1964
THE 4TH YEAR SHOULD CONTINUE THE SEQUENTIAL PRESENTATION MATHEMATICAL UNDERSTANDINGS AND RELATIONSHIPS. NEW LEARNINGS SHOULD BE PRESENTED CONCRETELY IN SOCIAL SETTINGS WITHIN THE CHILDREN'S FRAMEWORK OF UNDERSTANDING. GRAPHIC MATERIALS MAY BE USED TO BRIDGE THE UNDERSTANDINGS FROM THE CONCRETE TO THE ABSTRACT LEVEL. THE NUMBER SYSTEM UNIT SHOULD…
Descriptors: Algorithms, Arithmetic, Curriculum Development, Grade 4
