Excerpt from The Seventeenth Yearbook of the National Society for the Study of Education, Vol. 1: Third Report of the Committee on Economy of Time in Education
The following study is presented to illustrate the use which the author is making of the statistical method in discovering and in determining the relative importance of the various content elements of the course of study in arithmetic. Some examples of content elements, illustrating what is meant by the term, are "1-6 gross," "1/3 cup," "7/8 yard," "price per dozen," "4 5/12 dozen articles made," and "10% off regular price." An index of the relative importance, from the standpoint of social usage, of the different content elements is found in the frequency of their occurrence and in the manner of their use, i. e., whether used in computations or merely as descriptive terms.
The data presented below are taken from four sources, viz., a standard cook book, the pay rolls of a number of artificial flower and feather factories, marked-down-sales advertisements, and a general hardware catalog. These data are, accordingly, concrete stuff out of which arise arithmetical problems of housewives, wage earners, consumers, and retail hardware dealers, respectively. The data are typical of the sort which must be gathered from many sources and made the basis of selection of the problems and drill exercises which are to constitute the course of study in arithmetic.
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