Arithmetical Readiness as a Practical Classroom Concept

E INVESTIGATION described in this I article is a simple one. It involved neither new techniques nor new uses of familiar techniques. Moreover, the data might well have been anticipated, certainly on the part of persons at all well acquainted with the facts of individual differences. Nevertheless, in spite of lack of novelty in experimental procedure and in the data procured, the results of the study seem worth reporting because of their implications for classroom practice. Supervisors, therefore, may be interested in using the results as a basis for inservice training for teachers. The investigation concerns the concept of arithmetical readiness, not, however, as the concept is defined and debated by the theorist, but as it is employed by the teacher in setting his course of action. The theorist is con-