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FILM AND EDUCATION
is here separated from the second and third groups which follow because it can be isolated for measurement. In this separation much is lost, for computation without understanding when as well as how to compute is a rather empty skill. Actually computation is important only as it contributes to social ends).
2. Mathematical Understandings:
(a) Meaningful conceptions of quantity, of the number system, of whole numbers, of common fractions, of decimals, of per cents, of measures etc.
(b) A meaningful vocabulary of the useful technical terms of arithmetic which designate quantitative ideas and the relationships between them.
(c) Grasp of important arithmetical generalizations.
(d) Understanding of the meanings and mathematical functions of the fundamental operations.
(e) Understanding of the meanings of measures and of measurement as a process.
(f) Understanding of important arithmetical relationships, such as those which function in reasonably sound estimations and approximations, in accurate checking, and in ingenious and resourceful solutions.
(g) Some understanding of the rational principles which govern number relations and computational procedures.
3. Sensitiveness to number in social situations and the habit of using number effectively in such situations:
(a) Vocabulary of selected quantitative terms of common usage (such as kilowatt hour, miles per hour, decrease and increase, and terms important in insurance, investments, business practices and other economic applications of number).
(c) Ability to use and interpret graphs, simple statistics, and tabular presentations of quantitative data (as ^in study in school and in practical acivities outside of school).
(d) Awareness of the usefulness of quantity and number in dealing with many aspects of life. Here belongs some understanding of social institutions in which the quantitative aspect is prominent, as well as some understanding of the important contribution of number in their evolution.
(e) Tendency to sense the quantitative as part of normal experience, including vicarious experience, as in reading, in observation, and in projected activity and imaginative thinking.
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