Decimal Currency In Schools

Press, Volume CIV, Issue 30895, 30 October 1965, Page 14

Decimal Currency In Schools

The change to decimal currency in New Zealand, planned for 1967, is already affecting school syllabuses. The more complicated calculations in pounds, shillings, and pence are being eliminated in primary schools, where the teaching of the decimal system of calculation is being introduced at a lower level and strengthened in the senior classes. The principles to be followed in teaching decimal currency have been outlined in publications prepared by the Education Department in consultation with the Decimal Currency Board; and a comprehensive guide to teachers will be available early next year. This will be followed by three classroom texts to supplement the standard books on arithmetic. Book I will be for pupils up to Standard 2, Book II will be for Standards 3 and 4, and Book 111 for Forms 1 and 2. Although designed for use in 1967, they may be used as soon as received. Secondary schools will also receive special manuals.

It is estimated that 14.5 per cent of the time spent on teaching elementary mathematics at present is taken up with money arithmetic. After decimal currency is introduced in 1967 it is expected that the time spent on money will drop to about 3.25 per cent, which is said to be the general average in the United States. A comparison of arithmetic time spent on money in the two countries, made by an officer of the Education Department’s curriculum unit, shows that New Zealand children begin with 3 per cent at the ages of five, six, and seven compared with 6 per cent in America; but this rises to 25 per cent at the ages of 11 and 12 in New Zealand whereas it is down to 1 per cent at that stage in the United States. In an average New Zealand child’s school life it is estimated that 250 hours on money arithmetic will be saved and that equivalent savings will be made in textbook space. If this is so. valuable time will become available for other work.

The sponsors of decimal currency say that its great advantage in education is simplicity and unity, cardinal aims in any teaching. Yet, as the time for the change approaches, many adults seem to be far from confident of their own ability to master the new money arithmetic. Children will have the advantage of being introduced to the new system gradually. The Minister of Education (Mr Kinsella) may be right in saying: " With their aptitude “for learning and the means to be made available “♦o aid them, it is expected that children will be “ able to help their parents towards understanding “ the change tq> decimals