INSTRUCTION IN ARITHMETIC


4. Develop additional problems and practice material related to the
 children's daily living. This step is important and is anticipated
 by modern textbook writers. No published material, however
 skillfully prepared, can be expected to provide help in that vital
 phase of arithmetic instruction, the use of the child's local en-
 vironment in making arithmetic real.
5. Do not hurry children into glib response. Be confident you are
 doing the right thing in developing a broad base of number ex-
 perience upon which to build real mastery.
6. Expect to find individual differences within the class. Temporary
 grouping for additional instruction in certain phases is often
 helpful.
7. Remember that arithmetic also constitutes a reading problem
 and that from the child's point of view the difficulty may lie
 in understanding what the writer expects him to visualize rather
 than in computation.
8. Expect to do considerable reteaching within the year and from
 year to year, presenting as new material each year the steps that
 were new in the previous grade. The children often do not have
 sufficient use for all processes in their arithmetic outside the
 classroom to retain mastery through vacation periods.