The readability of experimental mathematics materials

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Abstract
A great deal of controversy has existed in recent years concerning new experimental mathematics materials for the elementary grades. Most of this controversy has centered around the use of the “discovery method.” A practical consideration which seems to have been neglected is that of the readability of these materials, particularly since they seem to require more reading than do traditional materials. It would appear that the merits of the discovery method are largely immaterial if Johnny cannot read his book.

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