Arithmetic is universally accepted as one of the fundamentals which must be taught to American school children. Yet certain aspects of the teaching of arithmetic have given teachers a great deal of concern. Petty found that, “Complaints concerning the child's lack of ability to solve problems dealing with quantitative situations come from many quarters.”1 Clark and Eads indicated that the difficulty children have with problem-solving lies in their lack of ability to sec the various relationships involved in t he problem situation.2 In What Does Research Say About Arithntetic? Glennon and Hunnicutt suggest that inability to estimate reasonable answers is a difficulty.3