Retention of the Skill of Division of Fractions

Abstract

ONE OF THE QUESTIONS constantly Confronting teachers is that of retention of any skill which is taught. In most cases there is no direct check on retention of any particular skill either on a basis of the group of children as they move along through the grades, or on a basis of the individual students. This particular study was a follow-up of a previous study in which the learning of the skill of division of fractions had been the main concern; attempting to determine the relative degrees of retention provided interesting and valuable supplementary information.