How well do pupils estimate answers?

The current emphasis on mathematics in the elementary schools makes it more imperative that all elementary mathematics teachers emphasize quality in their teaching. Sueltz has said, “It is the teacher who sets the stage or creates an atmosphere or climate for learning; it is he who selects and adjusts methods of learning for a class, for group, and individuals; it is the teacher who selects the subject matter and the way in which it is learned.”1 A challenge is clearly indicated. How can the teacher meet this challenge? Beginning should be rather easy because the teacher works with the children who need help in this area. Knowing the needs and interests of boys and girls should enable teachers to make some of the decisions which Sueltz mentions. Keeping abreast of current developments in the field of elementary mathematics is a second way of meeting this challenge. Teachers who are not presently reading and studying will find that their background of training will not enable them to understand the professional literature within a year or so. A third way in which teachers can strengthen the instructional program in mathematics is through in-service education. In this manner the results of many experimental procedures which have proven successful may be discussed and incorporated into classroom procedures. Techniques and methods presently used may be reexamined to determine whether or not clarification, modification, deletion, or complete acceptance is most appropriate at this time.