Abstract
The effectiveness of education depends on adaptability to individual differences. Rigid syllabuses and lock-step teaching ignore the real forces in the mind that make for development and learning and the resentment of the gifted when drill continues after a skill has been learned is very often evident. The problem is how to get practice of necessary skills without causing such resentment, a problem often neglected by some “modern mathematics ” reformers.
The appeal of arithmetic to infants is usually self-evident and recognising unusual mathematical maturity is not difficult. The unjustified fears of some educationists about allowing children to forge ahead, needs discussion and recognition of the need for young mathematicians to work in depth and at speed.
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