THE RELATIVE MERITS OF TEACHING SCHORLING AND CLARK MATHEMATICS WITHOUT THE AID OF DRILL, COMPARED TO TEACHING IT WITH THE AID OF TWO KINDS OF DRILL

Author

Edward E. Royse, Kansas State Teachers College of Pittsburg

Date of Award

7-1932

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Education

Keywords

Mathematics--Study and teaching

Abstract

This study attempts two things: (1) to find if Schorling and Clark Modern Mathematics, one of the adopted texts of Kansas, provides enough drill in the eighth grade; and (2) to weigh the value of two kinds of drill, viz., a flash-card machine and a drill test book.

Comments

iv, 36 leaves, [20] p. ; 28 cm; Appendixes: Terman group test of mental ability for grades 7 to 12 / L.M. Terman (World Book Co., c1920); Schorling-Clark-Potter arithmetic test, form A / R. Schorling, J.R. Clark, M.A. Potter (Yonkers-on-Hudson, N.Y. : World Book Co., c1926); and Schorling-Clark-Potter arithmetic test / R. Schorling, J.R. Clark, M.A. Potter (Yonkers-on-Hudson, N.Y. : World Book Co., c1927).

Recommended Citation

Royse, Edward E., "THE RELATIVE MERITS OF TEACHING SCHORLING AND CLARK MATHEMATICS WITHOUT THE AID OF DRILL, COMPARED TO TEACHING IT WITH THE AID OF TWO KINDS OF DRILL" (1932). Electronic Theses & Dissertations. 334.
https://digitalcommons.pittstate.edu/etd/334