Most authorities in the field of teaching arithmetic have agreed that there is a definite place and need for drill, provided that it follows rather than precedes meaning and understanding. Research in the field of making arithmetic more meaningful to children has been voluminous, but research in the field of making drill itself more meaningful has been quite limited. Since the need for and value of drill have been recognized, there is a need for research in the field of how to make drill more interesting, meaningful and effective.
