Transition from arithmetic to algebra

Abstract

Scopes of Study: There is a general awareness among American educators of today that mathematics received by the average high school student is inadequate. It is generally accepted that the desired improvements will largely depend upon the attitudes and preparation of the high school mathematics teacher. This report involved the study of what writers, teachers, and other interested agencies are suggesting to facilitate a speedier and more comprehensive transition from arithmetic to algebra. It discusses some of the suggestions offered for dealing with basic concepts of algebra, some reported findings of groups employing the suggestions, and how the high school mathematics teacher might use some of these ideas.

Findings and Conclusions: With even the most well-written textbooks the high school mathematics teacher has a vast amount of preparation to do in order to adequately introduce the beginning algebra students to the fundamentals of its structure. Many of the concepts that noted mathematicians feel should be introduced and developed in the pre-college student are not treated in accepted texts. It is necessary that high school mathematics teachers be continuous students of their field, studying at some institution as often as possible and reading their journals carefully at all times.