The Teacher's Encyclopaedia of the Theory, Method, Practice, History and Development of Education at Home and Abroad, Vol. 3 of 7 (Classic Reprint)

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Excerpt from The Teacher's Encyclopaedia of the Theory, Method, Practice, History and Development of Education at Home and Abroad, Vol. 3 of 7 Subtraction, being an inverse operation, is more difficult than addition. The symbolism 32 15 17 may be taken to represent the answer to two questions (i) What number added to fifteen gives thirty-two? (ii) What will remain when fifteen is taken from thirty-two If the child is taught the former interpretation, subtraction will be to him complementary addition if he is taught the latter it will be subtraction in the obvious sense of the word. In Spite of good arguments on the other side, the latter should probably be preferred as representing a more vigorous and effective idea. The following method of dealing with carrying is recommended on the same ground of psychological efficiency. Five cannot be taken from two we borrow, therefore, one of the three tens represented by the 3, and take three from it to make the two up to five. The residue, seven, is set down in the units' place. We then take the one ten from the remaining two tens, and set it down in the tens' place. Division, another inverse process, again presents two meanings. The symbolism 20 4 5 may be regarded as stating either (i) that the number of fours in twenty is five, or (ii) that one quarter of twenty is five. The former interpretation should alone be used for some time after the formal introduction of the process. Divi sion should not be studied at all until the child has considerable familiarity with addition, multiplication, and subtraction. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully, any imperfections that remain are intentionally left to preserve the state of such historical works.