## The Psychology of Number and Its Applications to Methods of Teaching Arithmetic |

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Halaman vii

Thus halves and quarters and

and the fractional idea suppressed . In the differential calculus ratio is most

adequately expressed as the fundamental and true form of all quantity , number ...

Thus halves and quarters and

**cents**and dimes are thought as individual things ,and the fractional idea suppressed . In the differential calculus ratio is most

adequately expressed as the fundamental and true form of all quantity , number ...

Halaman 46

But if we know that one yard of calico is worth ( is measured by ) eight

one yard of silk worth one dollar and sixty

worth of any quantity of calico in terms of any quantity of silk . If it were not for ...

But if we know that one yard of calico is worth ( is measured by ) eight

**cents**, andone yard of silk worth one dollar and sixty

**cents**, we can accurately measure theworth of any quantity of calico in terms of any quantity of silk . If it were not for ...

Halaman 49

If I say each book weighs six ounces or is worth sixty

measurement is itself both qualitative and quantitative ; and the price or the

weight of the four books is a definitely measured quantity . We shall see hereafter

that , strictly ...

If I say each book weighs six ounces or is worth sixty

**cents**, the unit ofmeasurement is itself both qualitative and quantitative ; and the price or the

weight of the four books is a definitely measured quantity . We shall see hereafter

that , strictly ...

Halaman 69

Examples of numerical value are : the yard of cloth costs seventeen

box will hold thirty - six cubic inches ; the purse ... The seventeen , thirty - six ,

eight represent just so many units of measurement , the

ten ...

Examples of numerical value are : the yard of cloth costs seventeen

**cents**; thebox will hold thirty - six cubic inches ; the purse ... The seventeen , thirty - six ,

eight represent just so many units of measurement , the

**cent**, the cubic inch , theten ...

Halaman 89

or it may be 100 - e.g . , the dollar as measured by the

upon a minute and exhaustive drill in numbers from 1 to 5 , allowing next to no

spontaneity , severing nearly all connection with the child's actual experience ,

ruling ...

or it may be 100 - e.g . , the dollar as measured by the

**cent**. Instead of relyingupon a minute and exhaustive drill in numbers from 1 to 5 , allowing next to no

spontaneity , severing nearly all connection with the child's actual experience ,

ruling ...

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abstract activity actual addition already amount applied arithmetic attention become begin carry cent child clear common complete conception conscious constructive cost counting decimal defined definite denotes digits direct divided division divisor dollar educational equal exact example exercises expressed factor facts feet figures five foot four fractions fundamental given gives groups hundred idea inches interest involved kind learned least less magnitude means meas measured quantity measuring unit mental method mind minor multiplicand multiplication nature necessary objects once operations original practice present primary principle problem psychological pupil rational reason recognition reference relation remainder repeated represents result root seen sense separate simply square stage subtraction taken teacher teaching tens things third tion true unit of measure unity ured vague whole yard