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Study on Instruction Experiment of Abacus Mental Arithmetic（第1页）

StudyonInstruentofAbatalArithmetic

ZhejiayLiuLi

Abstract:Abadabacuscalarethetreasureofeseculture;theinstruodeoftheabatalarithmeticisbasedoiohreearithmeticmethods，andisalsotheeofmoderiohisarticlearguedtheyoftheinstrueyofthecal，thecredibilityoftheouteofthepotentialabilityexploratioof，theyofputtingtheabatalarithmetiathematiationayofit，whichwillbebeiohematiccurriculum。

Keywords:Abatalarithmetistruent;study

Abacusisthetreasureofeseculture;thecalcapacityisthebasipoofindividualmathematicalabilities，whereasthe“abatalarithmetiiquecalskill。Theinstruodeoftheabatalarithmeticisbasedoiohreearithmeticmethods，andisalsotheeofmoderioion。“Abatalarithmetidsoalabadquideffitlycarriesoutthepliumbercalinthemind。Fromthe1980s，anumberofschoolsledbyMinghePrimarySZixiCityofZhejiangProviivelycarriedoutthe“abatalarithmetistruenttoexploreinpradmaderemarkableats，whichwasiquenessin，heatedacademicdissohavebeeforwarddifferentopinionsontheproblemsihispaper，wechoosetherepresentativeideasamoforwardthefadtheoriesofthisexperiment，aicismwithdoiritfordisdreference。

e:Whetherthestartingpthenationalculturetoexplorethemeismof“abatalarithmetic”roved?

&shaveputforwardthequestioicalthought-wayandbasiismgin“abatalarithmetic”stillhaveadvantages?Uraihehavegreatpressure?Willthe“childprodigy”whoesouttop，getsuniqueskillandexabadmentalarithmetietherobot?Thebeof“abatalarithmetiotenough，willthisteabeapproved?Thispaperexplainsthatalargenumberofexamplesshowthatthequeryandcritisuperioritymeismof“abatalarithmetiglacksadequatestificbasis。

Iematicallysummarizeaificallydemoalteadeffeessof“abatalarithmetighePrimarySchool，publicizesuccessfulexperieninghePrimarySchool，popularizetheteagmethodofabatalarithmetiforruraledu，tedleadershipteamoftheionandSg，whichwasledbytheauthortoformaspecialgroup。Sihesedhalfyearof1990，thelongaudiesandresearcheswereMinghePrimarySchool，the“abatalarithmetiterestgroupsaalclassteagactivitiesweremaied。Theiiohodswere:individualvisits，lectures，demonstrationactivities，questionnaires，symposium，forexperimentmaterials，eduentationandpsyeasurement（sudardizedtestsandis）andsoohebainghePrimarySexperimentandspedteagWeidaandthree“childprodigies”wereiouyaashort-termcollaborativeresearthesuffivestigationandresearchcourse，thesubjectgroupgraduallydevelopedafollowingbasicview。The“abatalarithmetigexperimentledbyMinghePrimarySaterializesthenatioifieraldireoftheureiassimilatesextesedthereformresultsof“threearithmeticmethods”iion，carriesforwardthenationalculturetolayasolidfoundationforpulsoryeduprovesthereformofthenationalquality，servesforeistrudruraldevelopment，aheedualpolicy。Thefactprovesthatthisreformexperimentisasuccess。Itisnotonlyprovidedwithstifictheories，newreformideas，ueagmethods，butalsohasthestrikingteageffeess。

Furtheranalysisifromthemathematicalwayofthinkingandthebasiism，theadvaeagmeismof“abatalarithmetiimpeachable。TheAWuWenjuinthepreludeof“eseMathematicshistory”:Theaesetraditioicsledby“TheersoicalArt”ahematicsledbyEuclid's“Elemewodiffereheirwaysofthinkingshowtheirowheformeroheapplidcal，whereastheresultsareofteheforithms。Thelatterfodratio，whereastheresultsaregenerallydisplayedbythetheorem。Thefwayisstrudmeizatioerlaysparticularstressonnon-strudpurelogig。Asthemeicalwayofthinkingasofalgorithmsform，theformerisfitfortimes'requirementsfromtheideologyaocarryforwardthemeicalmathematikingotethedevelopmentofartifitelligendhumancapacity。TheresearatiiproviedbyMr。WuWeheformer;whereas“abatalarithmetic”isappliedtomathematicseduresearch，soitbeloer。However，thestudiesoectsallefitfeions。

Astreatpressureon'smind，itisalsototallyuheauthormadeaforcefulrespoheresearchreport“TheoryonTeagExperimeof‘AbatalArithmetic’”publishedihirdpubliof“EdualResearch”，1993。Becausethesestudentswhoarecalled“childprodigies”bothhavebetterphysidmeandgoodmarksforeachsubjetheclasses。Theyareiedinlearningandself-tarongerseveraalhealth，acharacters。Theso-calledthecrition-highefficyisalsounfounded。Somepeoplesaythattheabatalarithmetigaleveloftimeaoaskill。Ifwespeoftimeandenergy，weasterotherskills，suentalarithmetiwecouldreachahigherlevel。Itseemsfullofreason，butisnotthecase。Iflearning“abatalarithmetic”isjustfaskill，italsomaysayso，nowithasedthroughiionthat“abatalarithmetignotoobtainaskill，butalsoimprovesstudents'iualdevelopmentandpeople'squality，andpreheesthequalityofedu。Forsugmethodwhiducivetostudents'development，whyime?Moreover，weover-burden。Itoraieadingappropriateextra-curricularpracticeforstudents。Ifthesameamouiofmentalarithmetic，itisalmostimpossibletoachievesuchresults。Theentalarithmetieedsheavymemory，itisalsoverydiffiedigitinamulti-digitcal，whileithashighratetomakeerror。However，paredwithit，theabatalarithmeticisprovidedwithfewerburdensofmemoryanderrors。

ChapterTworithmof“abatalarithmetiystificbasis?

&salsoquestiohereaificbasisfortheaoftheeffeessfromthe“abatalarithmetic”?Whichfactorsdecidethemasterofalgorithmandaofskills?Thesequestiobeenfullyexplaiically。However，webelievethat，iyears，therelatedresearchresultshaveprovidedstificbasisforabatalarithmetic。Especially，thepsydneurosceresearchresultshaveprovidedmoresolidstificbasisforabatalarithmetic。

&differenceof“abatalarithmetientalarithmeticistheexistenceof“aba“abatalarithmetic”。Psyditiveudieshaveshownthatavarietyofsensoryelsmakeforthememoryandmaintenanceresults。“Abatalarithmetianvisi，feelingandothersensansaheabstraumbersintoavisualimageofabapeople'smind，peoplecouldcalculateagtotheformedabacus。Itisdifferentfromgehmetic;thecalprocessesofthelatteraremaialainlyArabiumerals），whiedisbasisiswrittencal;weseeitisalackofvisualimagestosuppofsymbols，ahemobeapahsomeformofskeletalmusentasa“strongpoint”topletethecalinthemind，soits“iion”proplete，whichwillaffectthespeedandaccuracyofcal。“Abatalarithmetic”makesfulluseofabstractsymbolsaure，carriesoutaamountofpracticebypruage，soastoexertthesynergyofhumanbrainandgraduallymoveahysicaloperations（calanabadskeletalmuseernalts，toachieveahighdegreeof“iion”，finally，itformsneeratioicprogisdifferentfromgehmetic，thatis，itfullyinternalizesabacusmetalarithmetiotherwords，itielligeiohmetic”。

Inadditioudieshaveshownthatgehmetirequiresthepartioflanguageprogskills。Inotherwords，whenanindividualobtaiaindegreeofdevelopmentiy，hebetterpletethetaskofmentalarithmetic。However，theabatalarithmetichasfewerrequirementsoi;itseemstobemoredepeonvisualprog，visual-spatialprodvisual-m。Inotherwords，abatalarithmetiotetheodalplasticityofthebrain。

Atthesametime，thememorytaskof“abatalarithmetic”alsohasitsadvaivepsychologystudieshaveshownthatshort-termmemorycapacityis5-9units。Wehaveusedavarietyofforms（tests，interviews，symposiums，etakeiionon“abatalarithmetic”expertsandfoundthatthebreadthofdigitalmemoryfor“abatalarithmetic”expertshasfarexceededthe7+2units。Thefnresearchesalsohaveshownthat“abatalarithmetic”expertsuerigthanestudehinkthat“abatalarithmetic”expertsmemorythenumbersbynumerierischlermadeaiononeseandbroughtforward，“abatalarithmetic”expertscouldseeametalarithmeticlikearealaba“abatalarithmetic”expertssolvetheproblems，theymemoryandmahelargeamountsofdatabytheabathemialimageofabacus）。“Abatalarithmetic”isjustthementalcaldependingon“abacusimage”，thatis，“tocalanabathemind”。Allkindsofevideethat“abatalarithmetic”expertstake“mentalabacus”asimagiegytohelpmemorythenumbers，whereasthosewhohavenoabacusexperieakethisasthestrategy。

Onthebasisofaparativeaweenabatalarithmetidwrittencal，ShaoZoforwardthat“abatalarithmetic”hasthefollowingfourcharacteristics。

Firstofall，althoughtheyallbelohmetic，thememorytaskofwrittencalishigherthanabatalarithmetic，whichismoreobviousii-digitcal。Forexample，tenmulti-digitnumbersbeiher，intheprocessofwrittencal，thestudeobearthetennumbersinmindandcalculate，whichisagreatnumberofmemory;listehmetiotso，inhismind（brain）osa“number”ora“abacuspicture”，afterlisteningtotheheabaanother“abacuspicture”。Therefore，hismemorytaskismufortable。Thosewhodohereasohatthememorytaskofabatalarithmeticisheavierthaencal;thisfactisjusttheopposite。Sedly，whytheabatalarithmetiiheohewrittencal，justlistenstoteartstocalculate，theohelistehmeticisreadytoreporttheresults，whydoesithappen?Asinhismind，the“abacuspicture”hasalreadypreseens，thenumberinhismindalsoges，sowhenyoupletethe，healso“sees”theresults。Hisstrategyisto“move”aenstoahe“abacuspihismindalsohasbeeed。Assoonasyoufi，healsopletesthet。However，thewrittencalisdifficulttoachievethis，usarefewer。Thirdly，memoryofabatalarithmeticisapieceof“abacus”picture，thus，theability，developedfromthis，ishighlyducivetothecultivatioy，whichhasgreatsighefuturedevelopmentof，espehigh-techfield。Italsobeseen，theopinionthat“abacusimage”（ovemeiveabacuspiind）simplyisregardedas“akiioivelylowrepresentationatitivestage”isopeion。Fourthly，astothewrittencalentalarithmetic，thememoryforpeopleisastringofArabiumerals，whicharestoredinthebraihememoryofabatalarithmeticforpeopleisa“picture”，o-dimensionalpictureationthanone-dimensioringofhecalstrategyofabacusisthe“stadfoldiheabatalarithmeticisbasedoegyofabatalarithmeticisthegeof“abacuspicture”，thebraiomemoryone“abacuspianinstant。Inthisway，thememoryburdenofthebrailyreduced，whiletheinformatiespacehasbeelysaved，inotherwords，itmakestheincreaseofbrainatie，sothepressurehasbeeneased。

Inthatcase，“abatalarithmetic”asakiualskills，howcoulditform?Areasoionisthatitsformationisgraduallytransferredfromexternalatointerionbyabadcalonanabacusorthedingactivitiesofthelahefull“iion”isformed。TheformerSovietUnionpsychologistGaryputsforward“theformatioioheory，whichhasbetterexplaiheproternalizatioary，iiofromtheoperationa（externala，practitheoperation，whichistherefleofoperatioheiionis“ierion。“Iis，theimageformatioernala，whisfersfromexternalatointerheiioionneedsaseriesofstages;atdifferentstages，implemehodshavebeenodified，theimageofaitselfhasoccurredqualitativeges。Therefore，iioionisadynamicprocess。Thisviewprovidestheoreticalbasisfortheresearchof“abatalarithmetic”skill。

&ionof“abatalarithmetic”skillbebrieflysummarizedasthreebasicstages:abacusimagestage→abacusimageoperationstage→abacusimageiioheabove-mehreephases，abacusimageoperatioocalsoualabacusagtothelaw（orformula），thisstageisthekeymomeionof“abatalarithmetic”skill。Itneedsalooplaherequiredtimeiscloseto80%ofallthetimeoftheformationof“abatalarithmetic”skill，sothisstageisquiteimportaionof“abatalarithmetic”skill。Teatentincludesaverywiderange:fingeringexerumberent，listeningandwritingthenumber，seeingandwritiomastertheabacusaddition，subtraultipliddivision（usingformularules）。Becausealargenumberofexercisesmakethequickmatgenoughodelsinthememoryaimulusiy，sotheodelscouldbepioryabedisposalbyalgorithm，whereastheautomaticparallel-progisformed。Itbeseenthatthesuffitexercisesplayimportantroleinimproviidrapidparallelprog。Ithat:“abatalarithmetic”skillasaualskill，itsformationisactuallytheacprocessofthekisaccumulatedbyinteriveprogimplicitperpliing，impliplikingandotherprocesses。Asaresultoftheseunsdaut，thetimefor“abatalarithmetic”isgreatlyreduced。Bythelearningof“abatalarithmetic”，depeiveabacusimageintheongoinginformationprocetheextradapplierulesisarios，curtaildiffereothesamekindofclues，reduumberofprocedurestoafunalprodcutshortrelatedlawstomemorymodulecharacterizedbyabacusimage。Thiskindof“itivesynthesis”ables“abatalarithmetic”expertstoassothecalsothatthequestionswillbesolvedquidaccurately。

Oimodelflowof“abatalarithmetic”，wehavemadestifialysisiionstrationonTeagExperimeofAbatalArithmetic”（Pleaseseethethirdpubliof“EdualResearch”，1993）。Agtothelatestresearchresults，thefurtheranalysisshallbemadehere;mahebraininformatihaverespealyzethetypesandnatureofbraininformatifromdiffereives，forexample:trandauttheory，serialprodparallelprogtheory。Theuseofthesetheoriescould“read”theitiveprogmeismfromtheitiveproditiveprogmtheories，“trandaut”，ihebraininformati。Theoretically，thewholethinkingprocessof“abatalarithmetic”couldbegenerallydividedieps。1Informationinput→2Patterioionrules→4Selestrategy→5berofsolutions→7Outputinformation。Wehaveusedanexampleofamulti-digitmultiplitheory，tot25137×241，itobreakdownbydistributionlawofmultiplidappliesthreetimesofmultiplirulesaimesofadditioioerionandabaumbertranslationshallbecarriedout;butifone“abatalarithmetic”expertonlytakesseveralsedstocalculatetheresults，soitissurethatepiscarriedoutuheideology，quiteaepspletedbyaut。Tothe“abatalarithmetic”experts，theirinformatiohebrainaregedfrom“tr”to“aut”。Afterloice，theoperationbefullyskilled。Theinaltaskrinthebrain，butitgraduallytoautomatipletioaskbeiheautwillbecarriedoutiwmethods'theories，“serialprodparallelprog”，areusedtodescribethewayofthebraininformati。To“abatalarithmetic”experts，theirproaynotbeasingleserialnumberuhemmaybeseveralunitsofthe“bl，whileothersareanumberofparallel“bl。Intheresearch，wealsofindthatthe“abatalarithmetic”expertswhohavedenumberofexerciseshaverememberedalotofanswersofquiteafewcals，sowhentheyaions，theycoulddirectlyextraswersfromthememory，butitdoesheoaluseoftstrategies。tisaionmode，whiedattheearlystageof“abatalarithmetic”skill;whehequestioage，theywillusetot。Butafteralargenumberofexercises，theodewillbereduced，whereasthememoryextrawillbeincreased。However，atthattime，thespeedandaccuradoediweenthenumbersandanswersaswellastheinterfereherefore，toplete“abatalarithmetic”operatioypesies。Oraory，aherisbasedoionproceduresofrules。Fasks，“abatalarithmetic”expertsusuallytakemixedstrategyratherthaegytosolvethequestioakemosteffectivesolutiiestsubjeerallyspeakiof“abatalarithmetic”skillrepresentsthatthetstrategyislessused，whereastheuseofextraprocreased。Thispointaccordswiththegeneralprogstrategy。Fromthetestresultsbetweenesepeopleainaticalpell，etal。findthemarksfromesepeoplearemuchhigherthanthatofthewhiteadult;moreover，theseapeopleoftencalculatethroughdirectextraathematicalfatheirmemory。

“Abatalarithmetiiqueskillofcal，howdoestherelatiohe“abatalarithmetidtherightabrain?Ifwederstaioionof“abatalarithmetic”skilliwillhelpuhepsyeismof“abatalarithmetiystudieshavefoundthattherightbrainof“abatalarithmetic”expertismoreextthabraintoentalarithmetistance，KimikoandKawanodivided35pupilsintoprimary，middleandseniroupstoobserve，theymeasuredtheβ-waveilhadrestahe“abatalarithmetidfoundthatastothepupilswhohadrelativelypoorability，theirleftbrainrearproducedβ-waveti，whereasastothepupilswhowereinmiddleandseniroupsproducedβ-wavetootionalfunthat，weseethattheabaotesthefunhtbraihecreativethinkiudyalsofoundthattherightabrainplayimportaheformationofabacusimage，buttherightbrainismoreducivetooperatetheimagethabrain。Itcouldbebelievedthat，theformationof“abatalarithmetieedstheatihtbraibraihepartihtbrain。Abatalarithmetitheiohearithmeticfacts，temporarilystoretheieresults，aalrepresentatioipleitivefuns。Agtressofbrainsceresearch，wealsobelievethat“abatalarithmetic”isthecollaborativeactivityofthebraitheearlystageoftheformationof“abatalarithmetic”skill，thebrainmustcarryoutsdeavor，whereasintheprocessofskillformation，cerebellumcreatesthemodelstoimitatethebraiiohismodelisrealizedbyrepeatedpracethecerebellumformsthethinkingmodel，peopleatidunsciouslythink。Therefore，wepresumethattheformationof“abatalarithmetic”skillistheresultof“wholebrainationandparti”。Ofcourse，therelatioween“abatalarithmetidthebraiobefurtherresearched。Itisgratifyingthattheuousdevelopmentaoffunagiaging，positroomographyandotherbrainfunagingteologieshaveprovidedabroadspacetotheresearthesubjectof“abatalarithmetidthebrain。

ChapterThree:Isitcrediblethat“abatalarithmetic”coulddevelop'spotentialteextent?

Somepeoplesaidthatexceptthatraceresultsfromasmallopabads，thatis，“prodigies”，lauded，itwashardtobelievethatsuexperimentbroughtagoodharvestteextentfromordinaryruralstheresearghePrimarySCixiCityZhejiaheemergenany“prodigies”whichwasfirstlyintheformofhobbygrouptoall-scaleexperiment（toattract17studentsfrradestopartiit）。Aftertractice，thestudentsinthehobbygroupallachievedfairlygoodresultsis，especiallybecausethesestudentswhodidnotpartiabatalarithmetighadtheteofoafewsubjects。Theirlearandcalabilityweregenerallyimproved，whiletheirthinkbecamemorevivan1988，theschoolselethefirstyearstudentstaofrepeatedteagfor“abatalarithmetipointtosurfadgraduallyexpahescopeofthefeasibletesting，foproviionqualityatalargeextentandpromotingall-rouofstudents。NowthisbeeheentireurbanandruralareasinCixidmanyssideaheprovieryearsofexperiments，howdoestheeffeessofit?Twosofourstudyreport（seethethirdpubli“EdualResearch”，1993）arenoticeable。

Firstly，theabatalarithmetigcouldbecarriedoutinordinaryruralprimarysentonspeditiohereagshallbeassumedbyordinarytearuralareas（onhighacademicqualifisbuttheymusthavethespiritofresponsibilityaion），whiplemeoordinarydstudehmarks）。Itdoesherdisesmakingwayforit，whereasotherworkintheschoolshalltoit。Onlyfandsupport，peoplequicklyobtaieagresultsthaion。

Sedly，becauseofabatalarithmetigandtraining，graduallymastertheabacusskillsandproficy，whichcivepositiveimpatheirqualityandsosphere。“Iteffecreasestheitivelevelauallevelofthestudents。Ithaionabilityofthestudentsahematicallevelofthestudents，whichwillhelpstudentscultivatestifiowledgelearning，culturaliandself-ce，effectivelyimprovetheefficyofstudentlearime，improvethehabitofthinkingsothattheywillbesmart。Moreover，italsoplayspositiveroleieadedualprocesstoalleviatestudents'heavyburdenofsprovetheteacherstostudents&#ability，exerttheleadieateagprocess，et1991，Cixiisaanizeahigh-levelexpertgroup，theexpertgroupideeagoftheabatalarithmetiinghePrimarySisthesameandfullyreized。

Somepeopleputforwardthatthisresultisbasedoigueofstudentsandteachers，ense。Theybelievethatwhentraisshallhighlytrate，whereasthetraini。Thelwillaffectthephysidmeofthestudents。Alargerainingwithhigh-struaihehealthydevelopmentofstudents，buttheabatalarithmetigcouldbescatteredira-curricularclassoroutofschool。Thereisougforoime。Inclasstrainithiskindofteagismoretrouble，thetraieedinamatterofmihesurveyfromexperimentaldhobbygroups，studeiveanddoohaveue，whicharebetterthasinphysientfrularclasses。Astoteachers，thosewhoouchabatalarithmeticwillfeeltroubled，buttothosewhomasterabatalarithmetigmethod，theirhardshipmight，asextra-curricularworkbegreatlyreduyschoolworkcouldbefinishedaheclass。Teacherscouldfyonteaaoiyof40-minuteclassisquitenecessary，whichisalsothestudyorientatioeayayattentiontotheefficy，ofcourse，eduisioheteacherswhohavenotfullygraspedtheabatalarithmeticshallspendalotofeffortattheinitialstage。

Inshort，abatalarithmetiderfulworkiea，atleasthasbeenfullyaffirmedbytheunityintheZhejiangProvince，pehtedtopare“abacus，thisistheredisationaljewelry”。ZhejiangProvincialittee，theproviissuedthecalltotheproviobuildZhejiangintoabacusvillage”。“Iiohreearithmeticmethods”obtairousabacus，whiletheimpactof“abatalarithmetighasbeenrapidlyexpanded，fromprovioprovieacherswhohavebeendispatchedtopartitraierofourprovihousahenumberfrom11dplaZhejiang，theyareallfrom26proviionsandmunicipalities。Itcouldbesaidthatitisalfortheabatalarithmetictorootanddeveloprapidlyiherefreatatsoftheexperimesarenothardtobelieve，butbasicallycredible。

ChapterFour:Whetheritisnedfeasibletomelttheabatalarithmetiewcourses?

&shaveprovedthattheadvantagesof“abatalarithmetigexperimentarepromiin'smathematig，iualdevelopmeyofedu。Thelearningpromotionisihomeandabroad;intheprimarysaticsedu，therehasbeeury'sreformprasandteaghavebeeiidhavebeenusedwidely，whichembhestatsipresent，the“abatalarithmetioderiputeredusoastoihedwestericalwayofthiisunfortunate。Someleadersasdohis。Theythinkitisputerelefe。Shallwestillhisaandbackwardabacuscal?ShalltheabaeedtobeputioryMuseum?Afewartidafewwords“dismissed”theabaathematiginprimaryschools，whichledtonationalbasiceducurriprimaryschoolsfailiherightfulplaceof“abatalarithmetimathematicsedu。Alltheversionsofthenewlessondonotabsorbthereasonablekureiea“abatalarithmetic”，so“abatalarithmetic”failstoexertitseduvalue。Throughmanyyears'iioedargumeheexperimesareoionewcurrimathematicsedu。Itplementedinordinaryclassofordinarysordioordis，whilethedesiredresultsofionalcurricouldbeachieved。

&hereasonsisthattheationshouldbeprovidedwithasetofteagmaterialahodihesituatioryaeristics。“Abatalarithmetigisbasedonabacus，whereastheabaeofa'sonalgorithm，thebinationofabadmentalarithmetiesahisethodfilledwithesecharacteristidrootedinesesoilwillbelyweledbypeopleacrossthedbewidelyused。Atthesametime，thereformexperimesofMinghePrimarySdicatesthattheabacus，therepreseheesetraditionalculture，stillhaspotentialtobedevelopediion。“Abatalarithmetighasalreadybeguntobequicklyimplementedinmanyplasideandoutsideourprovihisisnotacasualthing，butitdoesinelementfquality。Inaddition，itisquitesuitablefora'snationalsaureandtasksofedu，soitcouldbespread。Thesedreasonisthatthemajorityofeducatorshaveimprovedtheawarenessof“abatalarithmetigimpraduallyuandandsupportthecreativitypracticeofabacus，thatis，theyholdthecooperatioo“abatalarithmetithebasisofsuccessfulexperienghePrimarySdotherplaces，peoplehaveproceededtodevelopthecurridassessmentstandards，poraryteagmaterials，improvetheteadobtainalotofgoodresults。ThisisjustliketheremarkspoibyMr。ShenBaiying，ourpredeedu，hesaid，“Thosewhodonotlookatandtrybutoppose，theyitheyseethespecificresults;thosewhosuspeehefactproves;thosewhowaittoseesuccessivelypreparetoexperimeheygetthesupportfromleaders。Thesearethegoodiea。”

Itisclearthatiioicseduaryschools，itisanimportantworktoestablishasetofexperimeonlygwithnewcurriculumoftmathematicsbutalsthe“abatalarithmetic”。Sofar，thetextbooksandteagmaterialsof“abatalarithmetic”havebeensuccessivelypublished，butthesepublisotbecategorizedialmaterialsofNewCurriculum，astheystilllacktheaionwithmodericalstructure，mostofthemareardedastheintroduentalarithmetiology。Ihissituation，thespecializedpersorengthshallbeaomakethematerials。

Abadabacuscalarethetreasureofeseculture，whieofthegreatouraotheankind。Theunique“abatalarithmetigisacreativeexperimenttocarryforwardthecultureofatiladtohearthatiablishedtheWorldAbatalArithmeticAssoparticipatedbytherepresentativesfrom16triesandregions，ShanghaiAbatalArithmeticAssoalsoheldseminar“tovigorouslypromotetheeseabacusculturemeiking”in2005，tofurtherbuildtheplatfesoastousandssatiaticsedu，abadothervarioussubjectstotacklethekeyproblems。Atthesametime，theteadreformexperimentofabatalarithmeticalloverthetryaredeepening，sothattheabacus，abacuscalandabatalarithmeticresearcheshavebeeprogressinboththeoryaherefore，weproposetoestablishagroupforabatalarithmetigandreformexperiment，sothattheycouldberespoegratingabatalarithmetiewCurriculummaterialsiicseduddesigningcarefulexperimentalprogram。Inthisway，abatalarithmetiterthenewcurridheadiionalization。