Arithmetic Section
Three new courses of study in arithmetic are reviewed. These represent California, New York, and Pennsylvania. They indicate that real progress is being made in the teaching of arithmetic. This is particularly true on the curriculum level. However, the most important task is that of bringing our best thinking into the classrooms. How can this be done? It is interesting to note that each of the courses of study was prepared by a comparatively few people but in each case this was done after wide consultation with teachers and supervisors. Many curriculum workers believe that the wider the participation in the preparation of syllabi and courses of study the more real value to the teachers and to the boys and girls. Do we need many special workshops and institutes in order that our teachers in service might gain the benefit of our best thinking about aims, methods, procedures, materials, and modes of evaluation in arithmetic?