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Number Games and Number Rhymes: Introduction


by David Eugene Smith - 1912

The science of mathematics is taught in our schools for several reasons. For some the chief reason is that the subject is or may be practical. For others it is taught because it is a stepping stone to such sciences as astronomy and physics. Others see in it an exercise in terse, logical expression, such as is found in no other subject in the curriculum. These are only a few of the reasons that prompt many to favor the retention of mathematics in the general high-school course, and they are by no means the only important ones. But for the pupil they are of little significance unless the subject is interesting. It is for this reason that teachers seek to incorporate in their instruction, incidentally as the occasion may offer, such ideas as those of the poetry of mathematics, of the Infinite, of the eternal truths of the science, of the invariant properties of certain figures, and of the game. Such departures from the routine work of a text-book are welcome breaks in what would otherwise tend to monotony, and they are to be encouraged provided they are made but incidents in the development of the subject.


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Cite This Article as: Teachers College Record Volume 13 Number 5, 1912, p. 1-3
https://www.tcrecord.org ID Number: 10175, Date Accessed: 10/18/2019 1:39:10 AM

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