Classroom problems in the education of gifted children . .2 740 642 3 1003 912 4 1144 827 5 1183 1120 6 952 960 7 1190 1118 8 772 683 9 1250 1273 10 820 805 11 825 875 12 845 687 13 1006 912 14 1054 933 Average 989 897 Poorest 1250 1273 Best 740 642 Sixth Grade 15 706 642 16
Classroom problems in the education of gifted children . .2 740 642 3 1003 912 4 1144 827 5 1183 1120 6 952 960 7 1190 1118 8 772 683 9 1250 1273 10 820 805 11 825 875 12 845 687 13 1006 912 14 1054 933 Average 989 897 Poorest 1250 1273 Best 740 642 Sixth Grade 15 706 642 16 875 703 17 505 475 18 805 623 19 937 834 20 1125 742 21 1332 1110 22 1025 877 23 96,9 695 820 24 660 496 25 828 706 26 1200 875 27 440 380 Average 835 714 Poorest 1332 1110 Best 100. 440 380 U. OF I. S. S. FOBM 3 101 NATURE OF TIW. IMPROVEMENTThe improvement has been, of course, an improvement inspeed, because the accuracy was already close to the upper limitat the beginning of practice. Many of the number combinations call-ed for were already known, and the rest could readily be , so that any inaccuracy here implies carelessness ratherthan lack of knowledge. The activities demanded were not whollymental, for in addition to the computation of the required result,in case it was not known, there was demanded the physical act ofwriting it down. Improvement in time, therefore, might take placealong at least two lines; (1) a product once learned might bewritten at once, without the loss of time in calculation, and (2)there might be a gain of speed in writing the results upon the prac-tice sheet. It is obvious that the larger amount of gain resultedfrom improvement in the first direction, though there wer
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Keywords: ., bookcentury1900, bookdecade1910, bookidclassro, booksubjecttheses
