Factors related to quantitative understanding in the sixth grade

The meaningful approach to the teaching of arithmetic has been widely accepted by educators for more than a decade. The method and content of this approach stress the development of those concepts, generalizations, and understandings inherent in our system of number and measurement. The acceptance has been based largely upon psychological premises since experimental evidence has been meager and oftentimes inconclusive. Additional evidence pertaining to method, content, and role of the learner has been needed to validate, or to criticize, accepted practices in the area of arithmetic instruction.